ethanporcaro/eric-fulltext-meta huggingface dataset:
Authentic Materials for Teaching Writing: A Critical Look
Author: Setyowati, Lestari
Date: 2019-10-00
Type: Journal Articles
Subjects: Instructional Materials,Foreign Countries,Writing Instruction,Instructional Effectiveness,Native Speakers,Secondary Education,Higher Education,English (Second Language)

Teaching writing is not easy. Writing teachers often face problems with what kind of materials suitable for the students. This paper is intended to describe 1) the theoretical relationship between Content-Based Instruction and authentic materials that can be used by language teachers to teach writing in the classroom, 2) the previous studies of authentic materials used for teaching writing, 3) the type of authentic materials which can be used for teaching writing, and 4) the advantages and disadvantages of using authentic materials for teaching writing. The method used was qualitative research focused on content analysis. The instrument used was mainly human instrument and documentation. The result of the extensive review of literature shows that 1) one of the main feature of content-based instruction is the use of authentic materials for teaching; 2) most studies in the area of authentic materials for teaching writing shows the effectiveness of authentic materials for teaching procedure texts, descriptive texts and essay writing; 3) the type of authentic materials used for teaching writing is categorized based on how it is transmitted, namely audio, visual, and printed material materials; 4) aside from having its advantages, authentic materials also give challenges for the teacher to use it for classroom teaching, among others are practicality, comprehensibility and appropriateness.
E-Learning Educational Atmosphere Measure (EEAM): A New Instrument for Assessing E-Students&apos; Perception of Educational Environment
Author: Mousavi, Atekeh
Date: 2020-00-00
Type: Journal Articles
Subjects: Likert Scales,Questionnaires,Electronic Learning,Educational Environment,Test Construction,Construct Validity,Test Reliability,College Students,Student Attitudes,Program Effectiveness,Educational Quality,Teacher Effectiveness,Ethics,Professionalism,Content Validity

Universities assess their academic learning environment to improve students' learning. Students' experience in e-learning environment is different from face-to-face educational environment. So, in this study a specific valid and reliable instrument was devised for assessing perception of e-students from educational environment, that is, educational atmosphere. Firstly, we devised the primary instrument based on factors constituting educational atmosphere. Then Instrument's content and construct validity were assessed. Also, Cronbach's alpha and test-retest were used for studying the internal consistency and reliability of the instrument respectively. The final instrument named 'e-learning educational atmosphere measure' (EEAM) consisted of 40 items covering six factors, including programme effectiveness, teaching quality, ethics and professionalism, learner support, safety and convenience, and awareness of the rules, which accounted for 68.53% of variances. Content validity ratio was more than 0.51 and content validity index score of all questions was above 0.81. Test-retest reliability was 0.85 (p = 0.001) and Cronbach's alpha was 0.943. Assessing educational atmosphere in e-learning settings by EEAM could provide managers and investors with useful information to settle an effective education system by prioritising the necessary changes.
An Exploratory Interplay of EFL Teachers&apos; Reflection and Their Teaching and Learning Beliefs
Author: Dehghayedi, Mehdi
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Teacher Attitudes,Reflective Teaching,Second Language Instruction,Second Language Learning,Language Aptitude,Learning Strategies,Communication Strategies

The main objective behind this study was to investigate the association between EFL teachers' reflective behavior and their language learning and teaching beliefs. Accordingly, two respective questionnaires were given to 130 male and female EFL teachers who were conveniently sampled, and the elicited data were analyzed via correlational and multiple/multivariate regression analyses. Five components of teachers' beliefs such as foreign language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies and motivation and expectations were taken into account in the analyses. The results indicated that although there is a significant relationship between teachers' reflectivity and their beliefs on language learning, teachers' reflection is not a significant predictor for teachers' beliefs and its constituting components.
Facebook as a Formal Instructional Environment in Facilitating L2 Writing: Impacts and Challenges
Author: Alam, Md. Zahangir
Date: 2019-10-00
Type: Journal Articles
Subjects: Social Media,Computer Mediated Communication,Second Language Instruction,Second Language Learning,Social Networks,Socialization,Writing (Composition),English (Second Language),Teaching Methods,Writing Instruction,Learning Motivation,Student Attitudes,College Students,Foreign Countries,Language Teachers,Teacher Student Relationship

In this century most of the ESL learners can be considered as digital natives due to the excessive urge and availability of technology. There are hardly any learners who aren't exposed to any means of social network in their personal life. In use, Facebook is seen to outbalance the rest of the social networks due to its convenience and easy going approach. However, little is known about how Facebook assists learners and teachers to approach for teaching and learning ESL writing though it is found that this form of social media helps learners to socialize in their personal and academic life. Hence, this paper describes the impact and challenges of including Facebook as a formal environment in facilitating this productive skill. Results of this study indicate that using Facebook for the said purpose has had a positive impact on students' writing practices though some challenges and suggestions for future implementation were reported.
Intelligence Differences and Mediation Factors: A Sequential Explanatory Study of Improvement of EFL Undergraduate Students&apos; Reading Comprehension Skills
Author: Celik, Suleyman
Date: 2019-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Undergraduate Students,Pretests Posttests,English (Second Language),Second Language Learning,Second Language Instruction,Multiple Intelligences,Comparative Analysis,Reading Skills,Private Colleges,Teaching Methods,Student Motivation,Classroom Techniques,Foreign Countries,Reading Improvement

In this quasi-experimental study, quantitative findings were examined in terms of how grouping students based on their dominant type of Multiple intelligence and providing different Multiple Intelligence activities that correspond to their intelligence type effect the development of their reading skills. A control group and an experimental group were designed to compare the effectiveness of the Multiple Intelligence teaching activities and tasks on the development of reading skills. A questionnaire was administrated to the 95 undergraduate EFL junior students to identify their dominant type of intelligence at a private university in Iraq. Based on their dominant type of intelligence, different learning centers were established with different activities for each one. After a 16-week experiment period the effects of Multiple Intelligence teaching activities were measured by using pretest, progress tests, achievement exams and a posttest. The results of this study indicated that the experimental group has significantly developed their reading comprehension skills in terms of understanding and visualizing the meaning in the mind. In addition, there were considerable association between Multiple Intelligence teaching activities and students' motivation to the classes that reinforces classroom management as well.
MESH360: A Framework for Designing MMR-Enhanced Clinical Simulations
Author: Cochrane, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Health Education,Allied Health Occupations,Allied Health Personnel,Computer Simulation,Teaching Methods,Educational Technology,Interdisciplinary Approach,Critical Thinking,Cost Effectiveness,Allied Health Occupations Education

This article evaluates the results of two prototype iterations of a design-based research project that explores the application of mobile mixed reality (MMR) to enhance critical care clinical health education simulation in Paramedicine. The project utilises MMR to introduce critical elements of patient and practitioner risk and stress into clinical simulation learning scenarios to create more authentic learning environments. Subjective participant feedback is triangulated against participant biometric data to validate the level of participant stress introduced to clinical simulation through the addition of MMR. Results show a positive impact on the learning experience for both novice and professional paramedic practitioners. The article highlights the development of implementation and data triangulation methodologies that can be utilised to enhance wider clinical simulation contexts than the original context of Paramedicine education. We argue that our collaborative transdisciplinary design team model provides a transferable framework for designing MMR-enhanced clinical simulation environments.
The Effect of Adding Same-Language Subtitles to Recorded Lectures for Non-Native, English Speakers in E-Learning Environments
Author: Matthew, Gordon
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Language of Instruction,English (Second Language),Second Language Learning,Visual Aids,Lecture Method,Academic Language,Economics Education,Majors (Students),Video Technology,Audio Equipment,Teaching Methods,College Students,Language Proficiency,Foreign Countries,Access to Information,Cognitive Ability

Globally, online (or e-learning) environments are growing in popularity in schools and universities. However, the language of instruction in these environments is mostly English. This is a problem as most of the students enrolling into online learning environments in South Africa are non-native English speakers. For these students, English is their second or sometimes third proficient language, which puts them at a disadvantage while accessing information for certain modules. A possible solution is to add same-language subtitles (SLS) to recorded lectures in these online environments to facilitate student learning. Unfortunately, previous studies provided no conclusive evidence of the advantages or disadvantages of adding SLS to a recorded lecture with regard to performance. The participants in this study were first-year students (n = 64) in Academic Literacy, majoring in Economics. They were non-native speakers of English with an average English proficiency and were divided into four groups. Each group watched the same recorded lecture in one of the four presentation modes (PMs) (audio, video and video with two types of subtitles). The findings of the study showed no significant effect either on performance or on perceived cognitive load for the students watching a recorded lecture with added subtitles compared to watching without subtitles.
The Learning of Social Multistatus Character Genre to Improve Politeness in Javanese Language
Author: Utami, Sudi Esti
Date: 2019-10-00
Type: Journal Articles
Subjects: Social Status,Language Styles,Pragmatics,Indonesian Languages,Oral Language,Speech Communication,College Students,Longitudinal Studies,Learning Processes,Teaching Methods,Dialogs (Language),Foreign Countries

This research aimed to develop a learning model of social multistatus character genre in Speaking Class at Department of Study Javanese Language in Universitas Negeri Semarang. This model emphasized the performance of the use of the Java language orally. Students practiced in the form of monologue and dialogue by changing the social status of the character. Changing social status of the character offered to stimulate the application of the rules of the Java language in varied diversity. This study used the Research and Development approach. This study was conducted over 2 years. The first year activity was speaking learning model with the guided of various texts by changing the social status character. The products had been validated by several education of Java language experts. In the second year, seminars and application of these models had been conducted in the Speaking Class. The result showed the model was effective because students' spoken ability increased. Students improved their learning spirit and they participated actively during the learning process.
Investigating Teacher&apos;s Sense of Humor in Indonesia
Author: Tunnisa, Dzakia
Date: 2019-10-00
Type: Journal Articles
Subjects: Humor,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Student Relationship,Foreign Countries,Attendance,Learning Processes,Learner Engagement,Educational Benefits,Language Teachers

This study investigates the use of humor in teaching English in an English course in Indonesia. It aimed to find out the kinds of humor employed by the teacher and to explore the students' perspectives toward it. This study employed a qualitative research design and focused on one English course in Makassar, Indonesia. One teacher and one class consisting of seven students were taken as respondents. Data collections relied on observation and interview. Five meetings of classroom interaction were observed and recorded. Seven students from the class were also interviewed deeply. The recordings were transcribed and analyzed based on the framework of Wanzer &amp; Frymier (1999). Findings show that there are some kinds of humor that were employed by the teacher in teaching, namely related humor, unrelated humor, self-disparaging humor, and unplanned humor. New kinds of humor were also found namely unresponded humor and remind humor. Those kinds of humor were proved to give benefits in English language teaching process. The teacher who employed humor in teaching English made the students easy to get the knowledge. Teacher's humor reduced tension, made the students more comfortable in the teaching-learning process, created good interactions, led to more enthusiastic teaching-learning process, encouraged students' attendance, and reduced the number of students who felt sleepy in the class. Findings from this study provide significant input for teachers to create effective interaction between teachers and students in English language teaching in Indonesia.
Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design
Author: Fitriani, Siti Sarah
Date: 2019-10-00
Type: Journal Articles
Subjects: Visualization,Reading Comprehension,Second Language Instruction,Second Language Learning,English (Second Language),Reading Processes,Multimedia Materials,Foreign Countries,Undergraduate Students,Illustrations,Reading Materials,Freehand Drawing

Visualisation has been used for decades as a strategy to help readers construct meaning from reading passages. Teachers across the globe have introduced visualisation mostly to primary students with native language background. They used the strategy to understand their own language. Little is known how this strategy works for university students who learn foreign language. Visualisation can be done internally (by creating mental imagery) and externally (by drawing visual representation). The product of visualising texts by using both models can be further investigated to find out if the meaning represented is appropriate to the meaning written in the text. This study therefore aims at exploring meaning by analysing the visual representations drawn by 26 English Education Department students of Syiah Kuala University after they read a narrative text. The exploration was conducted by looking at the image-word relations in the drawings. To do so, we consulted Chan and Unsworth (2011), Chan (2010) and Unsworth and Chan (2009) on the image-language interaction in multimodal text. The results of the analysis have found that the equivalence, additive and interdependent relations are mostly involved in their visual representations; and these relations really help in representing meanings. Meanwhile, the other three relations which are word-specific, picture specific and parallel are rarely used by the students. In addition, most students created the representations in a form of a design which is relevant to represent a narrative text. Further discussion of the relation between image-word relations, types of design and students' comprehension is also presented in this paper.
Using Weekly Group Political Presentations to Enhance the Phonological Learning of Second-Year English Major Students at a University in Vietnam
Author: Andrew, Martin Benedict
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Speech Communication,Language Fluency,Pronunciation,Teaching Methods,Educational Change,Pronunciation Instruction,Phonology,Student Attitudes,Self Esteem,Groups,English for Special Purposes,Politics,International Education,Task Analysis,Educational Benefits,Student Improvement,Vocabulary Development

Studies about the learning value of group presentations in ESL and EFL have become increasingly common, particularly in relation to spoken fluency. However, few studies have explored their impact on students' intelligible pronunciation. In a Vietnamese context, recent changes in teaching and learning strategies set by the government have shifted attention to students' ability to communicate effectively in today's increasingly globalized environment. This inevitably turns the spotlight on pronunciation, an aspect of EFL long ignored in Vietnam. Qualitatively describing a case where group presentations were a key mode of teaching, learning and assessment for 17 second-year students majoring in English for Political Discipline at the Institute of International Studies in Hanoi over the course of one semester, this study suggests that monitored and transcribed group presentations may be one rational answer. The study investigates the impacts on participants' pronunciation of sounds and word stress and considers their attitude towards this method. The results reveal that students acknowledged the benefits of group presentations and experienced improvements in pronunciation, confidence and range of political vocabulary. These changes were diverse depending on each participant's attitude. The article concludes with reflective evaluations of the lessons and explores the pedagogical implications for future projects on implementing research into presentations among Vietnamese students of foreign languages.
Have a Question? Just &quot;Ask It&quot;: Using an Anonymous Mobile Discussion Platform for Student Engagement and Peer Interaction to Support Large Group Teaching
Author: Tan, Elaine
Date: 2020-00-00
Type: Journal Articles
Subjects: Confidentiality,Learner Engagement,Peer Relationship,Large Group Instruction,Computer Software,Undergraduate Students,Computer Mediated Communication,Help Seeking,Questioning Techniques,Handheld Devices,Electronic Learning,Lecture Method

This article analyses the pilot of an anonymous question and answer mobile application with a large cohort of undergraduate students (460) enrolled on an Operations Strategy Management module. The mobile application allowed students to pose anonymous questions to both peers and staff, create replies and vote on questions posted by other users. The aim of the pilot was to evaluate how this application could be used to enhance communication, engagement and student learning both inside and outside of class time to overcome some of the challenges presented by large cohort teaching. An initial evaluation was undertaken exploring both the analytics attached to the platform and a thematic analysis of the posts. The initial findings of the pilot were positive, with the majority of students installing and regularly accessing the application with use increasing over time. The questions posed demonstrated engagement beyond surface-level memorisation of module content, and there were indications that the application could be beneficial in supporting student community awareness and interaction within large cohorts.
Integration of Mobile Augmented Reality (MAR) Applications into Biology Laboratory: Anatomic Structure of the Heart
Author: Celik, Cuneyd
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Computer Simulation,Human Body,Anatomy,Preservice Teachers,Science Teachers,Preservice Teacher Education,Biology,Science Laboratories,Program Effectiveness,Teaching Methods,Technology Uses in Education

The purpose of the current study is to design and develop a sample Mobile Augmented Reality (MAR) application addressing the anatomic structure of the heart in a way suitable for laboratory learning for pre-service science teachers to achieve learning by constructing information in biology instruction. The implementation of the MAR design activity was conducted with the participation of 30 pre-service teachers taking the biology laboratory course. The implementation process of the activity consists of four stages. The first stage includes the introduction of the MAR application program and marker; the second stage includes the use of the MAR application in a laboratory environment; the third stage includes the operation of dissection and the last stage includes the association of the MAR application with the operation of dissection and general evaluation. Then, semi-structured interviews were conducted by involving pre-service teachers and the data obtained from these interviews revealed that integration of heart dissection with MAR application helped the pre-service teachers to better understand the anatomic structure of the heart and the related concepts. Thus, a sample activity demonstrating how MAR, which is an instructional method with strong potential for reification and visualisation, can be integrated into the teaching of concepts in laboratory settings was developed.