ethanporcaro/eric-fulltext-meta huggingface dataset:
Panel Discussion and the Development of Students' Self Confidence
Author: Anwar, Khoirul
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Group Discussion,Self Esteem,Qualitative Research,Mixed Methods Research,Learning Processes,Student Centered Learning,Cooperative Learning,English (Second Language),Likert Scales,Questionnaires,Interviews,Focus Groups

This study is to analyze the use of panel discussion towards the development of students' self confidence in learning the content subject of qualitative research concept. The study uses mix-method in which questionnaire and interview are conducted at the class of qualitative research of the sixth semester consisting twenty students especially after the implementation of a lesson study project. The results show that panel discussion has potential impacts on the students' self-confidence in learning the content subject of qualitative research concept. It is also found out that the appropriate teaching procedures of the panel discussion are as follows; (1) let the students recognize learning exposures naturally by themselves (like reading research journals); (2) ask them to share, present, and discuss in a small group (in a limited number of students) to practice having mutual interaction among friends; (3) if the individuals have equipped themselves with the clear ideas of the small group, let them share in a big panel discussion. Hence, the individual self-confidence is naturally formed by the frequency of interaction among friends by sharing, discussions, and presentations.
Stakeholder Perspectives on CLIL in a Monolingual Context
Author: Lancaster, Nina K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Course Content,Secondary School Teachers,Secondary School Students,Learning Motivation,Language Usage,Language Proficiency,Information Technology,Teacher Education,Faculty Mobility,Program Implementation,Bilingual Education Programs,Educational Research,Spanish,Language of Instruction,Foreign Countries,Questionnaires,Statistical Analysis,Qualitative Research

This article documents the findings of a study concerning the perspectives on Content and Language Integrated Learning (CLIL) in the monolingual context of Jaén. The research has involved the design, validation and administration of two sets of questionnaires to 745 informants (692 students and 53 teachers) within eight secondary schools with a view to identifying student and teacher attitudes towards Andalusian CLIL in the province of Jaén. Perceptions are outlined in terms of students' use, competence and development of English in class; methodology; materials and resources and ICT; evaluation; teachers' use, competence and development of English in class; teacher training; mobility; improvement and motivation towards English; and coordination and organisation. The article begins with an overview of prior research, subsequently reports on the research design of the study and concludes with the presentation of the main findings of the investigation. An extensive evaluation of stakeholder perspectives on CLIL in the province of Jaén reveals a predominantly positive outlook on behalf of the student and teacher cohorts with regard to the implementation of a bilingual programme within the Andalusian region of Spain.
Improving the Students' Spiritual Intelligence in English Writing through Whole Brain Learning
Author: Santoso, Didik
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Brain,Spiritual Development,Writing (Composition),Learning Strategies,Teaching Methods,Islam,Statistical Analysis,Writing Instruction,College Students,Action Research,Religious Education,Foreign Countries,Qualitative Research,Questionnaires,Observation,Interviews

The objective of this research was to improve the students' spiritual intelligence in English writing through Whole Brain Learning strategy. Therefore, this study was conducted as a classroom action research. The research pocedure followed the cyclonic process of planning, action, observation, and reflection. This process was preceeded by pre-liminary study in order to know the students' spiritual intelligence in English writing before being taught by the whole brain learning. The data was collected from the results of spiritual intelligence questionnaire, observation, interview, and documentation. The subjects of the research were 30 students in English Education Department, Universitas Islam Negeri Sumatra Utara. The quantitative data were analysed by using t-test in Statistical Package for the Social Science (SPSS) and the qualitative data were analysed by using Miles and Huberman technique: data reduction, data display, and verification. As a result, there was a significant improvement in students' spritual inteligent in English writing when they were taught through Whole Brain Learning.
Cultivating Students' Critical Thinking Ability through Simplified Modal United Nations Conference
Author: Gao, Cun
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Thinking Skills,English (Second Language),International Organizations,Language Skills,Conferences (Gatherings),Taxonomy,Difficulty Level,Cognitive Ability,Simulation,Current Events

Cultivating EFL learners' critical thinking ability is an urgent task for English teachers. To integrate the training of language skills and cultivation of critical thinking ability into one language course, the author designed an activity called simplified Modal United Nations conference, which is based on the revised Bloom's Taxonomy that classifies thinking as containing six cognitive levels of complexity. This activity would help learners to develop higher-level cognitive abilities such as abilities of analyzing, evaluating and creating, while enhancing their language competence by directing their attention to language forms.
Evaluating Integrated Task Based Activities and Computer Assisted Language Learning (CALL)
Author: Anwar, Khoirul
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Innovation,Task Analysis,Questionnaires,Interviews,Foreign Countries,Standards,Instructional Materials,Teacher Attitudes,Student Attitudes,Likert Scales,Junior High School Students

This study is to evaluate the implementation of Task Activities based on CALL which consist of observing, questioning, exploring, and communicating. The developed materials are nine chapters that had been implemented in two different classes of SMPN 1 Gresik and SMPM 4 Gresik in Indonesia. Of quesionnaires and interviews, the results indicate that the materials that have been developed already meet the standards for preparing and getting excellent response from users, especially teachers and students in several aspects, namely; competencies and objectives, content material, relevant activities, media which was authentic and interesting, and the fulfillment of the diversity of types of exercises that are available in each chapter. So that these materials can conclusively give the student easier understanding, interesting, and fun learning, because these materials have been equipped with the exercises both in class and individually. This study implies that combination of task based activities and CALL really generates better opportunities to create English Teaching more innovative.
Diversity of Research Participants Benefits ESL/EFL Learners: Examining Student-Lecturer Disagreements in Classrooms
Author: Charoenroop, Pattrawut
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Video Technology,Teacher Student Relationship,Foreign Countries,North Americans,Native Speakers,Language Variation,North American English,Classroom Environment,Cultural Differences,College Faculty,College Students,Tourism,Majors (Students)

Reviews of literature made manifest that native English speakers who were research participants in many studies on disagreements were Americans (e.g., Beebe &amp; Takahashi, 1989; Takahashi &amp; Beebe, 1993; Dogacay-Aktuna &amp; Kamisli 1996; Rees-Miller, 2000; Guodong &amp; Jing, 2005; Chen, 2006). The excessive use of Americans as research participants presented a rather restricted view on how the disagreements could be performed by native speakers of English. These studies exhibited that Americans in a classroom context normally began their student-lecturer disagreements with a positive comment (e.g., &quot;The idea is interesting but…&quot;). Based on these results, the ESL/EFL learners might over-generalize from Americans to other groups of native English speakers and consequently postulate that all native English speakers initiate their student-lecturer disagreements with an optimistic remark. This current study chose a group of 13 Canadians and investigated their disagreement strategies in the identical context. The data were collected by videotaping the participants' classroom for three hours every week for five consecutive weeks. Results showed that the participants normally disagreed with their lecturer explicitly but mitigated their explicit disagreements with some justification (e.g., &quot;No because…&quot;). The findings underscored that Americans and Canadians did not normally use the same disagreement strategies in the classroom context. If future studies increasingly use British English, Australians, New Zealanders or South Africans as research participants and investigate their expressions of student-lecturer disagreement, the ESL/EFL learners will become keenly aware of differences across all native English speakers. In other words, they will be able to avoid over-generalizing from Americans to other native English speakers.
The Effectiveness of Using Teacher-Teacher Wikis in Collaborative Lesson Planning and Its Impact on Teacher's Classroom Performance
Author: Al-Shareef, Samar Yahya
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Collaborative Writing,Elementary School Teachers,Foreign Countries,Web Sites,Editing,Teacher Collaboration,Cooperative Planning,Second Language Instruction,Grade 5,English (Second Language),Interviews,Questionnaires,Observation,Teaching Methods,Qualitative Research

The paper highlights the main aspects and characteristic features of teacher-teacher Wikis, which are considered to be the most effective teaching and learning tools. The research studies the effectiveness of using Wikis by teachers during collaborative lesson planning. It also traces the impact of teacher-teacher Wikis on the teachers' performance in the classrooms. Teaching collaboration has been studied as a crucial element as it involves planning and working together. Three EL teachers for the 5th elementary grade in elementary schools in Riyadh were chosen to be the study participants. The research was carried out during a four-week period. In order to collect data and achieve the study's goal, four tools were used: a questionnaire, observation, interview, and text analysis. The research results proved the idea that using teacher-teacher Wikis in collaborative lesson planning is effective and improves teachers' performance.
Non-Native English Varieties: Thainess in English Narratives
Author: Singhasak, Piyahathai
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Transfer of Training,Code Switching (Language),Translation,Language Variation,Foreign Countries,Guidelines,Bilingualism,Creativity,Graduate Students,Masters Programs,Advanced Students,Writing (Composition),Writing Strategies

This study aims at examining Thainess as a writing strategy used in non-literary texts written by non-professional bilingual writers. These writers are advanced language learners who are pursuing their Master's degree in English. Seven English narratives of their language learning experiences were analyzed based on Kachruvian's framework of bilingual's creativity and contact literatures. The findings showed that four out of six contextualization processes--transfer, translation, code-mixing, and reduplication--were utilized when conveying the writers' experiences in acquiring their first and second languages. Unlike the findings in previous studies of Thainess in literary genre, lexical borrowing and shift process were not found in narratives. Although Thai English as a new variety in World Englishes has been debated for years and remains in an obscure status, it cannot be denied that the research findings in this study show the uniqueness of Thai English writing strategies.
Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework
Author: Liu, Liangxing
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,Student Motivation,English for Special Purposes,Questionnaires,Guidelines,Models,Self Determination,Comparative Analysis,Statistical Analysis,Motivation Techniques,Teaching Methods,Second Language Learning,Second Language Instruction,Maximum Likelihood Statistics

This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner's (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects' motivations. Drawing upon a follow-up statistical analysis, the research discovers the motivational propensities of the subjects. A discussion of corresponding motivational methods to help improve the subjects' ESP learning is provided at the end of the article.
A Needs Analysis for a Discipline-Specific Reading Intervention
Author: Boakye, Naomi Adjoa Nana Yeboah
Date: 2016-00-00
Type: Journal Articles
Subjects: Needs Assessment,Intervention,Affective Behavior,Reading Programs,Introductory Courses,Sociology,Questionnaires,Student Needs,Student Attitudes,Reading Comprehension,Reading Difficulties,Content Analysis,Vocabulary Development,Foreign Countries,English (Second Language),Second Language Learning,Language of Instruction,Academic Discourse,Cognitive Ability,College Students,Qualitative Research

This paper reports on a needs analysis that sought to explore students' reading challenges as an initial step in designing an appropriate reading intervention programme for first-year Sociology students. The aim of the paper is to suggest conditions for the production of an effective reading intervention programme by determining the needs of the students in the first-year Sociology class. A survey using an open-ended questionnaire was used to explore students' reading challenges. The responses were analysed using content analysis. The analysis showed a variety of learner needs and revealed that most of the students have difficulty in reading their first-year Sociology texts. Comprehension was the main challenge, but other specific areas such as vocabulary, length of texts, language, and affective issues such as motivation and interest were also mentioned. The findings show that this cohort of first-year Sociology students had reading challenges that involve cognitive, language and affective issues. Based on the results of the needs analysis an intervention programme that addresses cognitive, language and affective issues is recommended for this cohort of students.
Pakistani Government Secondary Schools Students' Attitudes towards Communicative Language Teaching and Grammar Translation in Quetta, Balochistan
Author: Muhammad, Zeeshan
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Foreign Countries,Student Attitudes,Grammar,Translation,Teaching Methods,Student Surveys,Factor Analysis,Maximum Likelihood Statistics,Statistical Significance

Students' attitudes towards an English language teaching approach play an important role for its implementation success or failure. This study measured Pakistani government school students' attitudes towards Communicative Language Teaching (CLT) and Grammar Translation (GT). A survey instrument was used to assess students' attitudes. Data were collected from students at two government secondary schools located in Quetta, Balochistan, Pakistan. A total of 204 students (102 females and 102 males) participated in this present study. Overall, students showed favorable attitudes towards CLT. In contrast, students showed either less favorable attitudes or a neutral stance towards GT. Finally, this study suggests that policy makers consider adopting or adapting CLT to teach English in the aforementioned schools. Recommendations for future research are also suggested.
Situational Variations in Request and Apology Realization Strategies among International Postgraduate Students at Malaysian Universities
Author: Muthusamy, Paramasivam
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Graduate Students,Speech Acts,Responses,Interpersonal Communication,Language Usage,Power Structure,Questionnaires,Semi Structured Interviews,Pragmatics,Taxonomy,Communication Strategies,Mixed Methods Research

The present study attempted to describe the request, apology, and request mitigation strategies utilized by international postgraduate students in confronting different situations. In addition, it examined the effects of the situational factors of social distance, power, and imposition on the students' choice of request and apology strategies as well as the modifications in requests. Another objective has been to categorize the difficulties students face in the production of the speech acts. One hundred and thirty international postgraduate students majoring in different fields voluntarily participated in this study. A Written Discourse Completion Task Questionnaire (Liu, 2005) and semi-structured interview were utilized for data collection procedure. The results of the questionnaire illustrated that the participants made use of IFID strategy for apologies and conventionally indirect expressions (Preparatory questions) for requests more frequently than other strategies. Moreover, the situational factors of social distance, power and imposition did not affect the participants' choice of request and apology strategies but they had some influences on the use of mitigating strategies in different situations. Regarding modifiers, the students opted out external modifications (66.6%) more than internal modifiers (33.3%). Among the external mitigation types, &quot;please&quot; with 21% and grounders with 25% respectively have been utilized more than other external mitigation types. Finally, the results of the interviews indicated that the difficulties that students face in the production of the speech acts were grammar, expression, vocabulary and structure. This study has some implications for second language acquisition research and intercultural communication.
World Englishes, Critical and Feminist Pedagogies Coalition in Pre-Service Teacher Training
Author: Barros-del Río, Maria A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Feminism,Language Variation,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teachers,Power Structure,Classification,Critical Theory,Graduate Students,Masters Programs,Violence,Speeches,International Organizations,Social Change,Self Concept,Student Attitudes,Correlation,Foreign Countries,Teacher Education,Language Teachers

In an attempt to overcome the fragmentation of theoretical and practical post-structuralist strands applied to the teaching of EFL, this article explores how critical and feminist perspectives can inform the TESOL practice through the inclusion of the voices and experiences of those who have been excluded from dominant discourses according to the World Englishes classification. After exposure to basic readings on feminist and critical pedagogies, a group of pre-service teachers enrolled in the Master's degree in teaching at the University of Burgos in Spain, were asked to design teaching activities for the selected authentic materials. Malala Yousafzai's speech to the UN in 2013 was selected so that the pre-service teachers would face nonnative texts. Through the didactic exploitation of her discourse, gender, power, identity and violence issues were addressed. Results indicate that coalition of World Englishes, feminist, and critical pedagogies enhance resistance to dominant discourses, foster awareness in teaching practices and contribute to social transformation. Further scholarly reflection and classroom practices are suggested on the relationship between the use of English as a globalized language for training purposes and its relationship with the particular struggles of the oppressed.
Breadth and Depth of Vocabulary Knowledge and Their Effects on L2 Vocabulary Profiles
Author: Bardakçi, Mehmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary,Knowledge Level,English (Second Language),Second Language Learning,Profiles,Essays,Comparative Analysis,Native Speakers,Language Tests,Scores,Regression (Statistics),College Students,Foreign Countries

Breadth and depth of vocabulary knowledge have been studied from many different perspectives, but the related literature lacks serious studies dealing with their effects on vocabulary profiles of EFL learners. In this paper, with an aim to fill this gap, the relative effects of breadth and depth of vocabulary knowledge on L2 vocabulary profiles were analysed. In the first stage of the study, learner essays (n = 84) and native essays (n = 75) were compared in terms of vocabulary profiles through the use of an online database, and each participant obtained vocabulary profile scores from four different levels. In the next stage, the learners' depth and breadth of vocabulary knowledge were measured by using two different vocabulary tests, and then the scores they obtained on these tests were hierarchically regressed on their profile scores. The results suggested that both breadth and depth of vocabulary knowledge had significant and robust effects on the L2 vocabulary profiles of the EFL learners; however, depth of vocabulary knowledge appeared to be a better predictor of vocabulary profiles than breadth of vocabulary knowledge.