ethanporcaro/eric-fulltext-meta huggingface dataset:
Application of Production-Oriented Approach in College English Instruction in China: A Case Study
Author: Zhang, Hong
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Language Usage,Language Variation,Teaching Methods,Majors (Students),Undergraduate Students,Educational Cooperation,International Cooperation,Student Attitudes,Units of Study,Student Motivation,Learner Engagement,Teacher Student Relationship,Learning Processes,Case Studies,Linguistic Input,Linguistic Theory,Instructional Effectiveness

With effective learning as its core principle, Production-oriented Approach (POA) was developed to address the problems of English classroom instruction in China, such as text-centeredness, the separation of learning and using and &quot;dumb English&quot;. This study applied POA to college English classroom instruction in order to examine its effects on English learning and explore its implications for English instruction in the EFL context. Twenty-two second-year students majoring in Applied English in a Sino-US cooperative education program participated in the study. Data were collected through questionnaires distributed to the students at the end of each unit and the semester, and semi-structured interviews with fifteen participants to elicit information about students' motivation, engagement, reflections upon their learning process, and perceptions on the POA class. A variety of assessment tools, including the Teacher-Student Collaborative Assessment approach, were applied to evaluate students' performance and progress. The study revealed that POA played a positive role in stimulating students' learning motivation and enhancing students' communicative competence, especially in speaking and writing. However, the implementation of POA should also be adapted to learner's variables and needs so that POA can realize its values and create successful results in practice.
A Systematic Review of Self-Coping Strategies Used by University Students to Cope with Public Speaking Anxiety
Author: Tee, Xue Ting
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Speaking,Anxiety,Language Proficiency,Second Language Learning,Second Language Instruction,English (Second Language),Metacognition,College Students,Speech Communication,Research Reports,Language of Instruction,Student Attitudes,Teaching Methods,Coping

Despite a growing body of research on instructor techniques and treatments to mitigate public speaking anxiety, this issue remains prominent, especially among university students. An alternative to mitigating such anxiety is to identify authentic coping strategies that university students could practice in actual situations. Numerous studies have attempted to explore students' personal and social factors with the objective of suggesting suitable coping strategies to reduce the fear of public speaking. This paper reviews the existing evidence to understand the complexities of strategies that university students use to reduce their fear of public speaking. Nine peer-reviewed studies published between 2015 and 2020 were selected for this review from Science Direct and Google Scholar, using search terms such as &quot;public speaking anxiety&quot; and &quot;coping strategies.&quot; The analysis revealed that university students who (a) had an intermediate level of English language proficiency and a high level of speaking anxiety adopted both compensation and metacognitive strategies; (b) had a high level of English language proficiency and speaking anxiety adopted the affective strategy; and (c) had a high level of speaking anxiety and were exposed to full English medium instruction contexts adopted both social and memory strategies. This review, therefore, provides a better understanding of how university students cope with public speaking anxiety and at the same time urges educators to refine their pedagogical methods to lower the psychological barrier of speaking.
EFL Students&apos; Beliefs about How They Learn Grammar Best
Author: Daloglu, Aysegul
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Grammar,Role,Undergraduate Students,College Preparation,Language of Instruction,Universities,Learning Processes,State Universities,Foreign Countries

Learner beliefs about how they learn a language best play a vital role in the instructional process and the role of grammar instruction has been a much-debated topic in the research and practice of EFL instruction. This study explores learner beliefs about how they best learn grammar focusing on four construct pairs: meaning-focused versus form-focused instruction, focus on form versus focus on forms, explicit versus implicit instruction, and inductive versus deductive grammar instruction. Data were collected through a survey from 927 preparatory year and undergraduate students at an English-medium university in an English as a foreign language (EFL) setting. Results showed that regardless of year of study, students showed a preference for having grammar included as part of their lessons and course books, and although focus on form was reported to be the least preferred method of instruction, when given a choice between implicit versus explicit grammar instruction, all groups preferred explicit instruction.
A Reconsideration of the Effectiveness of Using Geoboard in Teaching Euclidean Geometry
Author: Sibiya, Mandlenkosi Richard
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Mathematics Instruction,Geometric Concepts,Manipulative Materials,Geometry,Grade 11,High School Students,Teaching Methods,Active Learning,Foreign Countries,Student Attitudes,Mathematics Activities

The effect of using Geoboards in teaching Euclidean geometry in Grade 11 mathematics learners is described. A qualitative research design was adopted in the study. This design was preferred as it provides the conceptual understanding of the teaching methods of the teachers. The participants were taught Euclidean Geometry with the use of Geoboard and an assessment was done and marks were recorded. Thereafter, convenience sampling was used to select twenty (n = 20) participants from two secondary schools in the following order: eight (n = 8) of the top learners, four (n = 4) of the middle learners, and eight (n = 8) of the bottom learners were randomly selected from the Euclidean geometry test mark list to form four focus groups. Only five (n = 5) participants were assigned to each group. The study used the constructivism theory as the lens through which the data will be analyzed. The data were collected by means of focus groups and analyzed using thematic analysis. The findings of the study revealed that the Geoboard gives learners the freedom to learn on their own and in small groups while the teacher provides supervisory guideline using geometric theorem worksheets that support and guide learners. It was also noted that a Geoboard allows learners to work collaboratively with their peers while promoting learner-centered learning.
Mobile Games for Negotiated-Play and Decision-Making in Health Literacy
Author: Themistokleous, Sotiris
Date: 2020-00-00
Type: Journal Articles
Subjects: Handheld Devices,Video Games,Play,Decision Making Skills,Skill Development,Informal Education,Health Promotion,Literacy,Educational Games,After School Programs,Foreign Countries,Secondary School Students,Affordances,Usability,Cooperative Learning,Instructional Design

The purpose of this qualitative case study study is to examine the ways in which mobile videogames can be used in non-formal educational environments, to support students to develop decision-making skills through negotiated play. In the context of this study, the health literacy mobile videogame, &quot;PlayForward: Elm City Stories&quot; developed at Yale University was implemented in an afterschool setting in southern Europe. In this study we explored how secondary school students negotiate meaning, make decisions, and interpret the consequences in a non-formal education context, through an interpretive symbolic-interactive framework. The data included individual interviews with students, field-notes, and video-based student-groups' interactions. These were analyzed with the use of open coding techniques. The analysis of the data resulted in the following three assertions: (a) The technical affordances of the game such as sound, usability, rating system, and visuals, are vital features that defined the quality of play and learning experience; (b) The narrative of the game guided the learning game-play experience of the students; and, (c) Students perceived that their engagement in the game facilitated their collaboration and decision-making. These are discussed alongside recommendations for game design for supporting negotiated play and decision-making.
Studio Piano Teaching in Australia: An Exploration of the Teaching Materials and Practices Used by Teachers for Older Beginner Piano Students
Author: Burrows, Joanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Music Teachers,Musical Instruments,Instructional Materials,Instructional Effectiveness,Media Selection,Preferences,Adolescents,Novices,Sequential Approach,Relevance (Education),Student Motivation,Foreign Countries

This paper discusses the results of an anonymous survey completed by 239 Australian piano teachers in relation to the teaching materials and practices used by teachers with piano students aged 12-17, older beginners. The survey, which is part of a broader study investigating constructivism in music education, explores teacher choices and opinions of published teaching materials and teacher practice when teaching older beginner piano students. Research investigating older beginner piano students, teaching materials and teaching practice is scant. Studies investigating studio piano teaching has primarily focused on children (under 11 years of age), tertiary students and adult learners with a significant proportion of these conducted outside Australia. The survey asked participants, who were all studio piano teachers within Australasia, a range of questions related to the choice of, and reasons for using different teaching materials when teaching older beginners. Teaching practices were explored through specific questions that included the teacher's assessment of the strengths and weaknesses of various teaching materials, approaches to teaching older beginners and the areas of curriculum missing from currently published resources. Analysis of the survey results found that the choices of teaching materials and teaching practices of Australian studio piano teachers were motivated by a deep commitment to student progress, a strong desire for the continued enjoyment of learning and an awareness of effective pedagogy.
Addition Concept through the Lenses of Young Children: Creating Visual Representation with Digital Cameras
Author: Bakar, Kamariah Abu
Date: 2020-00-00
Type: Journal Articles
Subjects: Addition,Number Concepts,Concept Formation,Mathematics Skills,Preschool Children,Childrens Attitudes,Photography,Visualization,Manipulative Materials,Technology Integration,Foreign Countries

Acquiring abstract Mathematics concepts is often challenging for young children. This study explored young children's use of digital cameras to exhibit their understanding of the addition concept. It investigated how the processes involved in producing the photographs and creating the visual representation that helped to develop the children's comprehension of the concept of addition. This study employed a qualitative research design and data collection included observation, dialogues with children and children's artefact (i.e. photographs). Six children in a preschool centre were participants for the focus group. The findings showed that young children were capable photographers and that their visual representation images supported their understanding of the addition concept. The study implicated that the creation of mathematical visual representation is critical to facilitate the development of abstract mathematics concepts.
Academic Writing Needs of Postgraduate Research Students in Malaysia
Author: Jeyaraj, Joanna Joseph
Date: 2020-07-00
Type: Journal Articles
Subjects: Academic Language,Theses,Student Needs,Graduate Students,Doctoral Programs,Masters Programs,Research,Foreign Students,Private Colleges,Multicampus Colleges,Supervision,Educational Technology,Technical Support,Writing Workshops,Academic Support Services,Peer Relationship,English (Second Language),Second Language Learning,Foreign Countries

Purpose -- In this study, the writing needs of postgraduate research students are explored, so that support structures that enable successful completion rates and student satisfaction can be identified. Postgraduate education is expanding in Malaysian public and private higher education institutions; yet research tends to focus on public institutions, because private institutions have traditionally been oriented towards teaching instead of research. Therefore, this study explores the needs of students in a branch campus of a private overseas university in Malaysia. Methodology -- Semi-structured exploratory interviews were carried out with six postgraduate students, so that a deeper understanding of their research writing needs could be obtained. Interviews were then analysed using a general inductive approach. Findings -- It was found that students required support in three main areas: writing, supervision and ICT. Students sought English language support and more workshops and programmes which specifically dealt with thesis writing. They also believed that peer support groups would be beneficial. Secondly, more guidance was needed from supervisors to enable greater clarity on writing and institutional processes and procedures. Finally, students wanted greater access to ICT writing tools to facilitate writing and language learning. Significance -- The findings of this study are beneficial to institutions seeking to provide greater support for postgraduate students to ensure timely completion rates and greater student satisfaction. Based on the findings of this study, it is recommended that postgraduate support incorporate 3Ps, i.e., be pedagogically driven; peer oriented; and programmatically implemented.
An AWE-Based Diagnosis of L2 English Learners&apos; Written Errors
Author: Lei, Jiun-Iung
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Computer Software,Error Analysis (Language),Second Language Learning,Second Language Instruction,English (Second Language),Grammar,Evening Programs,Essays,College Students,Error Patterns,Writing Instruction,Foreign Countries

While Automated Writing Evaluation (AWE) can perform an error diagnosis (Chen &amp; Cheng, 2008), previous studies used to exclude it from the process of error analysis. This study aimed to examine the reactions of Grammarly Premium towards a group of night school students' English writings at a Taiwanese technical university. The participants of the research produced 175 essays. The researcher checked the data against the AWE program. 1042 errors were detected and classified into 40 types. The 40 types of errors were at three hierarchical levels: a word and phrase level, a sentence level, and a discourse level. This study suggested future studies to view AWE's functions in a new perspective and find it a space in the process of error diagnosis.
Challenges of Service Learning Practices: Student and Faculty Perspectives from Malaysia
Author: Yusof, Norhafezah
Date: 2020-07-00
Type: Journal Articles
Subjects: Service Learning,Student Attitudes,Teacher Attitudes,College Students,College Faculty,Public Colleges,Barriers,Theory Practice Relationship,Personal Autonomy,Decision Making,School Community Relationship,Program Implementation,Foreign Countries

Purpose: The main purpose of service learning is to produce holistically developed students. Since 2015, the Ministry of Higher Education has mandated the infusion of service learning into various study programs, however till today, service learning across the country is still in its infancy. Critical insights on its contextual compatibility is not fully understood within the Malaysian context. Therefore, this paper aims to highlight the perspectives of lecturers and students on the challenges they have encountered when participating in service learning. Methodology: This study employed a qualitative approach, and incorporated the principles of Scholarship of Teaching and Learning (SoTL) that guided data collection from the participants. The students and lecturers who participated in the study were selected using purposive sampling techniques. The data from the students were collected through focus group interviews, while in-depth face to face interviews were conducted to collect data from the lecturers. The two sources of data were then analysed using a thematic analysis method. Findings: Based on the analysis of the perspectives from students, the challenges encountered were as follows: 1) there is a gap in the understanding between theory and practice, and 2) the lack of cognitive autonomy. On the other hand, the main challenge identified based on the perspectives of the lecturers is the lack of structural support. Moreover, the common challenges experienced by both participants are the relationship and rapport with the community. Significance: These findings provide insight into the challenges faced by lecturers and students in a public university where service learning is practised. These insights would provide necessary information to academic developers that provide training workshops on service learning, and to lecturers that are involved in the design and implementation of service-learning projects.
Teachers&apos; Attitude towards Inclusive Education: The Case of Algerian Middle School Teachers of English
Author: Hoadjli, Ahmed Chaouki
Date: 2020-00-00
Type: Journal Articles
Subjects: Individual Differences,Middle School Teachers,Students with Disabilities,Teacher Attitudes,Inclusion,Special Needs Students,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Educational Legislation,Individualized Instruction,Middle School Students,Language Teachers

Students with special educational needs have largely been marginalised from regular schools. As the 1900s drew to a close, the Education of All Handicapped Children Act put an end to child segregation from regular schools as an attempt to prevailing equity amongst students and promoting individual differences. Accordingly, disabled students started studying alongside their same-age peers in regular schools. This step requires from teachers to renew their teaching methods and differentiate instruction to meet all students' needs. Inclusive Education is a teaching approach which considers students' diverse needs and works on meeting those needs through differentiating instruction. This study aims to explore teachers' readiness to differentiate instruction to embrace students' needs and bypass problems associated with disabled students. Methodologically, a qualitative study was carried out principally focusing on a survey and focus group. A sample of 74 in-service middle school teachers of English was chosen as an attempt to provide a more comprehensive picture of their readiness and attitude towards the integration of inclusive education in English courses at middle schools. Ultimately, the analysis of the findings indicated that middle school teachers are ready to integrate inclusive education in their classes as a useful input to meet students' diverse needs.
An E-Prime Study on the Cognitive Mechanisms of English Predicative Metaphor Comprehension by Chinese EFL Learners
Author: Su, Yuanlian
Date: 2020-00-00
Type: Journal Articles
Subjects: Figurative Language,Second Language Learning,Second Language Instruction,English (Second Language),Reaction Time,Language Processing,Priming,Familiarity,Semantics,Language Tests,Simulation,Foreign Countries,Teaching Methods,Psycholinguistics,Neurolinguistics,Undergraduate Students

Studies on predicative metaphors like &quot;The rumor flew through the office&quot; have not received due attention until recently. Through a behavioural experiment, this study investigates the cognitive mechanisms as well as the effects of familiarity on Chinese EFL learners' comprehension of English predicative metaphors, adopting a two factors within-subject design: 2 (degree of familiarity: high-familiarity, low-familiarity) x 3 (priming condition: matching priming condition (MP), mismatching priming condition (MMP) and, no priming condition (NP)). Forty-five third-year Chinese undergraduate students participated in the experiment by completing a metaphor semantic comprehension test. Their reaction times (RTs) and accuracy rate of comprehension were recorded and a two-way ANOVA analysis of the results reveals that: Embodied simulation mechanism plays an important role in English predicative metaphor processing, especially when the metaphors being processed are unfamiliar. Yet its role diminishes when the metaphors being processed are highly familiar, which encourages the use of the language processing mechanism. To conclude, Chinese EFL learners make use of either the embodied simulation mechanism or the language processing mechanism in comprehending predicative metaphors, depending on their varying degrees of familiarity. These findings shed light on predicative metaphor instruction in L2 English teaching.
Jordanian Students&apos; Perceptions, Understanding, and Knowledge towards the Role of Internet in Learning &quot;Englishes&quot; and English Language Skills
Author: Tartory, Raeda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Knowledge Level,Internet,Role,English (Second Language),Second Language Learning,College Students,Language Skills,Self Esteem,Language Variation

The study aims to identify the perceptions of university students of Jordan towards the role of internet in learning and improving their understanding of Englishes and English language skills. The study followed a cross-sectional study design and a structured questionnaire was used to collect data from 181 university level students studying in different public and private sector universities. Descriptive statistics and regression analysis were used to present the findings. Results of the analysis indicated marked positive perceptions of students towards the role of internet in learning Englishes and language skills. Majority of students, considered internet as a useful tool and a learning platform that could help them in understanding and identifying the differences between British and American Englishes. Besides, most of the responses indicated an insignificant relation between students' perceptions of World Englishes and the role of internet. Jordanian University students discovered the potential importance of internet in learning English language skills and World Englishes and, therefore, internet is considered helpful in developing their self-learning skills, self-confidence, and it also influences their learning attitude, and strengthens their linguistic skills.