ethanporcaro/eric-fulltext-meta huggingface dataset:
How English Learners Manage Face Threats in MSN Conversations
Author: Hong, Chi-yin
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Communicative Competence (Languages),Computer Mediated Communication,Discourse Analysis,Discourse Modes,Discourse Communities,English (Second Language),English Language Learners,Aggression,Bullying,Statistical Analysis,Language Proficiency,Cohort Analysis,College Students,Teaching Methods,Foreign Countries

This study explores how low- and intermediate-level English learners manage face threats in MSN conversations. The effects of the addressee's status are also studied. Forty English learners, who were further divided into beginner and intermediate groups according to their English proficiency, participated in this study. Based on six offensive situations, the subjects had two MSN chats with the instructor and four with their peers. The complainee's response needed to contain an upgrader, which intensified the offense. All of the subjects had the same topics for the two chats with the instructor, but in chats with the peers, each proficiency group was divided into two sub-groups, with one being the complainer, i.e., the group initiating the complaint, and the other being the complainee, i.e., the group being complained to. In the first two chats, one sub-group initiated the complaints and the other replied, and in the following two chats, the two sub-groups exchanged their roles. Nonetheless, only the complainers' strategy use was analyzed in this study. Results showed that the two learner groups used a similar range of complaint strategies, including hints, disapproval, requests for repair, explicit complaints, threats and warnings, and external moves which consisted of preparators, justifications, promises for future actions, expressions of politeness, and reconciliations, to express their unhappiness and react to the upgrader. The strategies and the moves most preferred by both groups were explicit complaints and providing justifications. Further analyses reveal that the two groups also tended to use requests for repair as a complaint strategy, but the intermediate group produced much more indirect requests than direct ones, whereas the beginner group tended to be balanced in the use of the two types. The addressee's status also influenced both groups' complaints in the strategy use. Although the two groups did not adjust strategy use well to fit the addressee's social status, the intermediate learners, who were likely to be more indirect when initiating complaints to the superiors than to the peers, appeared to be socially more appropriate than the beginners. [For the complete volume, see ED574893.]
Development of an e-Learning Program for Extensive Reading
Author: Okazaki, Hironobu
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Program Development,Reading Programs,Reading Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Cost Effectiveness,Reading Materials,Speed Reading,Progress Monitoring,Search Engines,Computer Software,Web Based Instruction,Classroom Techniques,Integrated Learning Systems

As extensive reading becomes more commonplace in the EFL/ESL classroom, there is a rise in the number of instructors and administrators who are looking for cost-effective and space-saving methods to carry out extensive reading activities. Two extensive reading systems to respond to such concerns were developed with the support of a Grant-in-Aid for Scientific Research by the Japan Society for the Promotion of Science. PREMA (your Personal REading MAnager) and PREMA Beta, both allow online or offline texts to be used as extensive reading material, alleviating the need for libraries of graded readers. PREMA Beta is a web based program that allows for extensive and speed reading in English, and provides a management tool that both teachers and students can use to easily keep track of progress. The program runs in popular browsers such as Microsoft Internet Explorer, Mozilla Firefox and Google Chrome. PREMA is a browser-type software which works on a stand-alone PC. This software allows students to utilize texts (of any size) that they find online or offline, automatically tracks the total number of words read and students' reading speed, and rates the relative difficulty of a particular text based on vocabulary lists. In both systems, information from the Internet is used as a source for reading, as opposed to physical books, therefore, students have a vast endless supply of up-to-date reading material. Intrinsic motivation to read becomes higher, since there is no limit on the choice of topics, and students can progress freely at their own pace. For instructors, classroom management is made easy as this software can be used in or out of class, and individual student progress can be tracked instantaneously. From an administrative standpoint, the lack of need to continuously buy graded readers or find space to house them is an enticing prospect. In this paper, the philosophy of development will be explained, features of PREMA will be overviewed, and the future target for this program will be shared. [For the complete volume, see ED574893.]
Self-Determination, Engagement, and Identity in Learning German: Some Directions in the Psychology of Language Learning Motivation
Author: Noels, Kimberly A.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Self Determination,German,Second Language Learning,Social Environment,Learning Theories,Learning Motivation,Cultural Awareness,Self Concept,Learner Engagement,Resilience (Psychology),Language Attitudes,Teacher Student Relationship,Teaching Methods,Second Language Instruction,Heritage Education,Psychology

Drawing from Self-Determination Theory and diverse theories of language learning motivation, we present a framework that (1) represents a range of orientations that students may take towards learning German, and (2) explains how these orientations are connected to language learning engagement and diverse linguistic and non-linguistic outcomes. We maintain that students who invest in learning because it is meaningful to them personally (that is, those who have a self-determined orientation) are more likely to actively engage with the language academically and with its associated community, and in turn they are more likely to become communicatively and culturally competent. We further claim that a self-determined orientation can be fostered in a social environment that is responsive to learners' need to be active, competent agents who have mutually satisfying relationships with others. We conclude with some alternative avenues of study that would complement the research done to date.
L2 Learners' Informal Online Interactions in Social Network Communities
Author: Malerba, Maria-Luisa
Date: 2012-08-00
Type: Reports - Research
Subjects: Second Language Learning,Social Networks,Interaction,Case Studies,Informal Education,Peer Relationship,Social Influences,Cultural Influences,Native Speakers,Communities of Practice,Semi Structured Interviews,Content Analysis,Electronic Mail,Computer Mediated Communication,Ethnography,English (Second Language),Qualitative Research,Online Surveys

This paper reports on a study on the use of social network sites (SNSs) designed for L2 learning, such as &quot;Livemocha&quot; and &quot;Busuu&quot;, where learners autonomously seek opportunities for authentic interaction in spontaneous ways. The study consists in a longitudinal multiple case study approach to investigate learners' informal online interactions taking place in the SNSs. This paper will focus on the results related to the analysis of learners' interactions and to whether the construction of learning opportunities is fostered or impeded by the social dimension that is intrinsic in these communities. The objectives are to learn more about the dynamics and the behaviours enacted by learners with reference to the online interaction with peers, and to explore the role played by the social aspect and its relationship with the learning aspect. To attain these objectives, the paper analyses intercultural, open-ended, dyadic conversations occurring between learners and native speakers (NSs), and learners and non-native speakers (NNSs) in the semi-instructional context of these learning communities and in the absence of teachers and pedagogical tasks. Drawing on socio-cultural approaches, the paper also raises central issues that are related to the surrounding environment of online language learners, such as roles' definition, learners' identity, scaffolding and peer-assistance (macro-level). It then applies these issues to key-concepts in SLA, such as turn-taking, language selection, language alternation, repair strategies and noticing (micro-level). The data collection includes semi-structured interaction interviews and a wide and variegated corpus data consisting of textual private messages and emails, audio and video recordings and textual chats analysed respectively through virtual ethnography and Conversation Analysis (CA). The preliminary results provide insights on learners' ability or inability to manage both the social and the pedagogical trajectories simultaneously. These deliveries are expected to shed more light on their interaction patterns and to provide a better understanding of recent lifelong L2 learning practices in the naturalistic and out-of-class contexts of online communities. [For the complete volume, see ED574893.]
Web 2.0 and Authentic Foreign Language Learning at Higher Education Level
Author: Martins, Maria de Lurdes Correia
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,English for Special Purposes,Tourism,Web 2.0 Technologies,Second Language Learning,Social Networks,Cooperative Learning,Action Research,Communication Skills,Skill Development,Questionnaires,Focus Groups,Interviews,Mixed Methods Research,Independent Study,Foreign Countries

Web 2.0 has afforded a number of opportunities for foreign language learning due to its open, participatory and social nature. A crucial aspect is authenticity--both situational and interactional--since students become involved in meaningful tasks, interacting in the target language with an authentic audience. In this paper we will reflect upon the potential of Web 2.0 tools, namely social networks, wikis and podcasts in enhancing foreign language learning opportunities at higher education level under the Bologna process. An action research project was carried out with undergraduate tourism students from Portugal. During two semesters, interactional tasks using Web 2.0 applications and involving the construction of collaborative outputs were designed and implemented, with the main goal of promoting and developing interactive communication skills in English amongst students with low levels of motivation and prior learning. Data was collected at different stages of the project aided by different data collection tools, namely questionnaires, focus group interviews, individual interviews, written reflections and corpus analyses, and a combination of quantitative and qualitative approaches was used. Results point towards impacts on students' language awareness, which has contributed to the creation of opportunities for language self-development, enhancing autonomous learning. In addition, it increased motivation for language learning by providing more opportunities for authentic input, social interaction and collaboration through the target language. Finally, the development of meta-competences such as metacognition and meta-learning can be highlighted. [For the complete volume, see ED574893.]
Mobile Learning and High-Profiling Language Education
Author: Vinther, Jane
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Secondary School Curriculum,Second Language Instruction,Second Language Learning,Action Research,Student Surveys,Student Attitudes,Online Surveys,Technology Integration,Social Media,Student Motivation,Questionnaires,Pilot Projects,Educational Environment,Preferences,Influence of Technology,Personal Autonomy,Foreign Countries

The number of students learning a second or foreign language and participating in instruction in languages other than English has been in decline for some time. This seems to be a general tendency across nations albeit for a variety of reasons idiosyncratic to the particular national conditions. This paper gives an account of a diversified national project designed to infuse foreign language learning classes in upper secondary schools in Denmark with renewed enthusiasm through systematically experimenting with the new media by taking advantage of the social aspect in their application. The aim has been to make language classes attractive and relevant and to highlight the attractiveness and fun in learning through web 2.0 and mobile units. The umbrella project was supported by the Danish ministry of education as well as the individual participating upper secondary schools. The individual projects were selected through an application process and assessed before being allocated funds. The overall project as well as individual minor projects were monitored and assisted by a select group of researchers, who helped guide and support the participating secondary school teachers through seminars and individual consultations. The collaborative efforts and reciprocal benefits enhanced the outcome of the project, and this paper will discuss some of the advantages and disadvantages of such action research collaboration. The focus of the paper will be on results concerning motivation and the reported perception of the status of foreign language learning ensuing from the participation in the experimental classes. The participating students have been surveyed on-line and individually to assess the effect of the projects on student motivation and autonomy. The investigation throws light on personal experiences as well as the generally perceived image and status of foreign language learning in upper secondary schools. The overall results show an encouraging student belief in the power of the new media to improve interest in language learning. They perceive the new methods and approaches as a way to lift the image of language learning in general. It is clear that the potential imbued in mobile learning and social media has given rise to a strengthening of student participation and engagement. The projects have had the side effect of invoking an interest in new ways of teaching and learning also among the teaching staff not directly involved in the project.[For the complete volume, see ED574893.]
Selected Can-Do Statements and Learning Materials for ATR CALL BRIX: Helping University Students in Japan Improve Their TOEIC Scores
Author: Ishikawa, Yasushige
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),Language Tests,Second Language Learning,Instructional Materials,College Students,Computer Assisted Instruction,Courseware,Pretests Posttests,Second Language Instruction,Correlation,Instructional Effectiveness,Scores

This paper reports on the use of can-do statements (CDS) for the development of learning materials to prepare Japanese university students for the Test of English for International Communication (TOEIC). These learning materials have been made available on ATR CALL BRIX (http://www.atr-lt.jp/products/brix/index.html), a wwwbased courseware with a learning management system (LMS) which contains study logs, achievement rate reports on student-set goals, the identification of students' weak points, and advice on test-taking strategies. CDS, the specific behaviors that an examinee at a certain score level can be expected to be able to perform in English (Chauncey Group International, 2000) have been conventionally used as descriptors to explain test scores to educators and employers who use TOEIC scores to assess the English proficiency levels of students and prospective employees. Official CDS published for the TOEIC 600-score level, and the CDS, at comparable levels, for the Society for Testing English Proficiency test (STEP), and for the Common European Framework of Reference for Languages (CEFR) were used to compile this study's CDS set. The CDS were given to 592 students as a self-report inventory immediately after they took a TOEIC test. The CDS were then used to develop TOEIC learning materials which were trialed in a TOEIC skill-building course for 22 students. According to comparisons of pre- and postcourse TOEIC scores, it was concluded that the use of CDS-based TOEIC learning tasks, which include advice on test-taking strategies, in a www-based course may help students improve their TOEIC scores. [For the complete volume, see ED574893.]
Feedback: A Key Component in the Design, Development and Validation Stages of Online English/FL Materials
Author: Martínez, Antonio
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Instructional Design,Instructional Development,Material Development,Electronic Publishing,Instructional Materials,Second Language Instruction,English (Second Language),Validity,Computer Assisted Instruction,Computer Assisted Testing,Questionnaires,Foreign Countries,College Students

For the past few years, the authors have been working on the design and development of an online First Certificate in English (FCE) preparatory course and exam simulator in an attempt to provide a supplementary tool and resources for students aiming to achieve a B2 level of English. These materials have been designed in such a way that learners can follow and complete the activities either by being assessed by a remote tutor, or in a completely autonomous way. This makes the consideration, analysis and design of effective, efficient and constructive feedback an essential component in the whole design process. In this process, the concept of formative assessment needs to be taken into account from the initial stages of the design and development up to the last phase, and aims at validating the appropriateness of the contents and the resources which are part of the materials. This paper addresses feedback from a theoretical perspective while exploring its different roles from a practical point of view throughout these stages. The main objective is to present the pedagogical framework that has guided the whole design and development process, as well as to analyse the main parameters considered by the authors of these materials when designing and editing the feedback to be received by students after completing either automatically corrected or open input exercises and tasks. This entire process has been conductively aimed to offer learners the contents and all of the required additional tools, in particular corrective, personalised and formative feedback, in order to enrich the two main learning and assessment modalities: self-access and autonomous. Moreover, a description of the platform's main utilities, which allow material writers to edit, monitor and assess branched feedback in accordance with the students' performance, will be provided. [For the complete volume, see ED574893.]
Enhancing Metacognitive Awareness on First and Second Language Reading and Writing Mediated by Social Networking Websites
Author: Fukuda, Eri
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Undergraduate Students,Metacognition,Second Language Learning,English (Second Language),Reading Strategies,Writing Strategies,Social Media,Web Sites,Language Proficiency,Semi Structured Interviews,Questionnaires,Transfer of Training,Electronic Learning,Difficulty Level

The purpose of this research is to study how second language (L2) learners' metacognitive knowledge on first and second language reading and writing would differ according to L2 language proficiency levels. Extending the study conducted by Carrell (1991) and Victori (1999), this research draws on interview data collected from Japanese learners of English. The interview data indicated that some effective L1 metacognitive knowledge could transfer across languages as L2 language proficiency improves; however, it appears that most learners tend to focus on language rather than content in L2 tasks. The study further explores the possibility of online reading together with sharing summaries on a social networking website to improve learners' perception of literacy skills. [For the complete volume, see ED574893.]
Impact of Native-Nonnative Speaker Interaction through Video Communication and Second Life on Students' Intercultural Communicative Competence
Author: Jauregi, Kristi
Date: 2012-08-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Native Speakers,Computer Assisted Instruction,Video Technology,Communicative Competence (Languages),Linguistic Theory,Learning Processes,Cultural Awareness,Synchronous Communication,Videoconferencing,Social Theories,Constructivism (Learning),Intercultural Communication,Indo European Languages,Spanish,Foreign Countries,Blended Learning,Qualitative Research,Control Groups,Experimental Groups,Program Descriptions,Comparative Analysis,Computer Simulation,Web Based Instruction,Pronunciation,Word Recognition,Cultural Differences,College Students,Case Studies

One of the key concerns of educators is to come to know what works in language teaching and under which conditions (Intercultural) Communicative Competence can be furthered. This concern is even bigger among professionals experimenting or willing to experiment with new media. Following socio-constructivist theories of learning (Vygotsky, 1978) and interactionist theories within SLA (Mackey &amp; Polio, 2009) that put interaction at the heart of the learning process, we present the results of a case study in which interaction patterns and cultural and language related episodes (Swain &amp; Lapkin, 1995) conducive to intercultural language learning are analysed in three research conditions: (1) foreign language learners (FLLs) interacting with native speakers through video communication; (2) FLLs interacting with native speakers through Second Life; and (3) FLLs interacting with each other in the classroom setting. The study analyses the impact that (1) bringing native speakers into the foreign language course through new media and (2) the use of different voiced synchronous tools (video communication v. Second Life) have on interaction patterns conducive to rich learning contexts. [For the complete volume, see ED574893.]
Can Apple's iPhone Help to Improve English Pronunciation Autonomously? State of the App
Author: González, Jonás Fouz
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Telecommunications,Technology Uses in Education,Second Language Learning,English (Second Language),Pronunciation Instruction,Computer Oriented Programs,Electronic Learning,Computer Assisted Instruction,Computer Mediated Communication

This paper is part of a larger project that examines some of the best-selling iPhone apps designed to learn English pronunciation. Informed by the literature on pronunciation teaching/acquisition, Computer Assisted Pronunciation Teaching (CAPT), Computer Assisted Language Learning (CALL) and Mobile-learning (M-learning), it provides a critical evaluation of the strengths and limitations of iPhone apps designed to improve the user's English pronunciation autonomously. The language learning potential of the apps is weighed up, appraising the aspects of pronunciation addressed by each app (individual phonemes, stress, intonation, et cetera). The paper concludes that iPhone apps have a great potential to practice and improve certain aspects of English pronunciation, such as sound discrimination, the learning of English phonemes, or the pronunciation of individual words, and it explores prospective improvement of existing apps in the future. The paper identifies feedback as one of the main limitations of current apps, while acknowledging that these limitations could be overcome relatively easily with existent technology. It also shows directions for future development of iPhone apps for pronunciation teaching so far neglected, such as the teaching of suprasegmental features or communicative practice. [For the complete volume, see ED574893.]