ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Humour in Language Classes: An Effective &apos;Filter&apos; or Affective Filter?
Author: Bilokcuoglu, Hasan
Date: 2018-00-00
Type: Journal Articles
Subjects: Humor,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Personality Traits,Language Teachers,Classroom Environment,Teacher Student Relationship,Outcomes of Education,Student Motivation,Learning Motivation,Learning Processes,Linguistic Theory,Affective Behavior

The role of the teacher's personality can be placed amongst many factors that play a role in learning English as a second/foreign language. A teacher with a humorous character inevitably aids in reducing any potential fear that may be experienced by students in relation to the learning of a second language in the classroom (Bell, 2009; Chee, 2006). In this sense, humour can be seen as a valuable teaching tool particularly for establishing an effective classroom atmosphere and thus can be assumed to facilitate student learning outcomes. Since humour reflects one of the most authentic and universal speech undertakings in the human discourse, the use of humour within the context of second language pedagogy can display important advantages, not only for the language teacher, but also for the learner. For a constructive learning and teaching atmosphere in the communicative classroom, the 'affective filter' should be low--and one way of achieving this could be the use of humour. Additionally, it is apparent that humour can be employed to promote students' motivation in learning the target language as well as reducing the possible tension that may occur in a language classroom. In light of the existing literature and having experienced the possible benefits of humour used in the classroom, we have sought to emphasise the significance of humour in the teaching/learning processes and stress the fact that, since it is an integral personal and interpersonal interaction, humour may be utilised as an effective tool in teaching and/or learning a second or foreign language.
Implementing Co-Creation and Multiple Intelligence Practices to Transform the Classroom Experience
Author: Wilson, Stefanie D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Transformative Learning,Adult Learning,Learning Theories,Cooperation,Leadership,Cooperative Planning,Teacher Leadership,Self Efficacy,Teacher Student Relationship,Feedback (Response),Reflection

Co-creating with a diverse population of learners to enhance their educational experience requires apt skills, namely, multiple intelligence practices. Through the lens of adult learning theories to include multiple intelligences developed by Harvard psychologist Howard Gardner, this empirical research study of a classroom scenario examines the relationship between co-creating and multiple intelligences leadership practices and presents examples of positive effects of co-creating and multiple intelligence practices that have transformed the classroom experience. This article integrates the broader literature on adult learning theories to include theories of multiple intelligences and generates new research and insight for current and future educators to implement and transform the classroom experience.
Seeking SOLE Food: Service-Learning and Sustainability in Honors Think Tank Courses
Author: Kinkead, Joyce
Date: 2018-10-00
Type: Journal Articles
Subjects: Service Learning,Honors Curriculum,Sustainability,Universities,Campuses,Agricultural Production,Food,Interdisciplinary Approach,Student Projects,Recycling,Wastes,Student Attitudes,Undergraduate Students,Research Design,Problem Solving,Science Education,Humanities,Art Education,Social Sciences,Program Descriptions

The value of service-learning as a high-impact educational practice in college courses is further documented here through client-centered student projects seeking to increase SOLE food-- sustainable, organic, local, and ethically produced--on the Utah State University campus. Honors students enrolled in a Think Tank series of courses in Science, Social Sciences, and Arts/Humanities completed six cross-disciplinary projects focused on various aspects of dining services and food sources on campus, including recycling, food waste, food recovery, and local sourcing. Post-project student reflections indicate that students were much more aware of campus-wide sustainability issues and how they, as campus citizens, could contribute in meaningful ways. Student also demonstrated the ability to property design research projects and engage in data-informed problem solving as a result of their service-learning project. Students also learned to successfully work in groups and appreciate and encourage the strengths of each team member.
Developments in STEM Educators&apos; Preparedness for English Language Learners in the United States
Author: Besterman, Keith R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Teachers,STEM Education,English Language Learners,Comparative Analysis,National Surveys,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Science Education,Technology Education,Engineering Education,Mathematics Education,Teacher Certification,Faculty Development

In the United States, the population of students classified as English Language Learners (ELLs) in K-12 education has increased in recent decades. As a result, teachers outside of specialized linguistic courses have needed to adapt their instruction to better meet the needs of these students. This exploratory study investigates potential indicators of Science, Technology, Engineering, and Mathematics (STEM) teachers' preparedness to work with ELLs, in comparison with the rates of ELLs in STEM courses. Data for this study were obtained from the national restricted-access datasets of the 2007-2008 and 2011-2012 School and Staffing Survey (SASS) Teacher Questionnaire (TQ). STEM teachers' participation in ELL-focused professional development activities, credentialing related to ELLs, and ELL populations in STEM teachers' courses were analyzed to quantify changes in these measures over time and among the STEM disciplines. Regional analysis of STEM teacher populations and ELL populations in STEM classes was also conducted to examine how these factors differed across the United States. Analyses of these data indicated increases in the percentage of STEM teachers who have ELLs in their service loads and in the average number of ELLs in teacher service loads; these trends were present in all U.S. regions and in all STEM disciplines. However, the total number of STEM teachers who participated in ELL-focused professional development activities increased only slightly over the four-year span. To effectively teach the growing ELL student population, STEM teachers must develop the skills and approaches necessary to educate and engage these students.
Advances in Service-Learning Research with English Language Learners
Author: Wurr, Adrian J.
Date: 2018-10-00
Type: Journal Articles
Subjects: Service Learning,English Language Learners,Bibliographies,Meta Analysis,Databases,Higher Education,Two Year Colleges,Graduate Study,Teacher Education Programs,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language)

Research on service-learning with English Language Learners has blossomed over the last two decades, but the literature is not well known outside the field of Teaching English to Speakers of Other Languages (TESOL). This is unfortunate in a world where issues related to globalization and immigration are common in public discourses. This literature review is intended to provide readers with a succinct overview of an area of growing importance. Using a previously published bibliography of the field, supplemented by searches of ERIC, MLA, and WorldCAT databases and Google Scholar, a meta-analysis of the literature was conducted. Results and representative reports are summarized for higher education settings, from language institutes and two-year colleges to graduate teacher education courses. The findings show service-learning leads to small but significant gains in second language teaching and learning, and has positive impacts on the communities in which English Language learners and teachers serve.
Guided vs. Open-Ended Journals: A Comparison of Two Reflective Writing Models for Undergraduate Service-Learning Experiences
Author: Schneider-Cline, Whitney
Date: 2018-10-00
Type: Journal Articles
Subjects: Reflection,Service Learning,Undergraduate Students,Journal Writing,Student Journals,Individualized Instruction,Teaching Methods,Self Efficacy,Writing Assignments,Student Attitudes

Reflection is a key component for integrating meaningful collegiate service-learning experiences with a student's personal and professional growth. The purpose of this mixed methods study was to compare two types of reflective journal writing (guided and open-ended) utilized in undergraduate Communication Disorder courses. A comparison of pre- and post-Service-Learning Survey (SLS) data and reflective journal writing samples indicated value for both types of written reflection.
The Gap in Meeting the Educational and Support Needs of Women with Takotsubo Syndrome Compared to Women with an Acute Coronary Syndrome
Author: Schubert, Simone Claire
Date: 2018-00-00
Type: Journal Articles
Subjects: Heart Disorders,Females,Rehabilitation,Participation,Health Education,Adults,Foreign Countries,Comparative Analysis,Access to Education

Background: Takotsubo Syndrome is a condition that causes impairment in cardiac function in the absence of significant causative coronary artery disease. Takotsubo Syndrome is most commonly reported in older women, has identical presenting symptoms to acute coronary syndrome (ACS), but differs in cause, management and outcomes. Ongoing symptoms and recurrence of Takotsubo Syndrome are not uncommon but little support is available for these women. Aims: This study compares (1) educational support and (2) participation rates in outpatient cardiac rehabilitation for women with Takotsubo Syndrome or acute coronary syndrome, and (3) ascertains whether or not they perceived similar benefits from these strategies. Methods: 23 women with Takotsubo Syndrome and 23 age-matched women with acute coronary syndrome were mailed a structured questionnaire based on cardiac rehabilitation (CR) components. Findings: The questionnaire response rate was 48% (n=11) for the Takotsubo Syndrome group and 30% (n=7) for the acute coronary syndrome group. 18% (n=2) of the women with Takotsubo Syndrome and 71% (n=5) of the women with acute coronary syndrome attended cardiac rehabilitation, with all attendees perceiving that it was beneficial in aiding their recovery. Of the nine women with Takotsubo Syndrome that did not attend cardiac rehabilitation, 67% (n=6) perceived that it would have been helpful in aiding their recovery. Women with Takotsubo Syndrome were less likely to receive educational support about their condition, particularly stress management and participate in CR compared with women with ACS, despite perceiving that elements of CR would have been helpful in aiding their recovery. Conclusions: Women with ACS had higher CR participation rates than those with Takotsubo Syndrome, and were more likely to receive educational support, particularly following hospital discharge. The majority of women with Takotsubo Syndrome were not exposed to educational support in their recovery, suggesting a role for CR tailored to the needs of these women. Nurses can take practical steps to address these gaps by providing emotional support and education for women with Takotsubo Syndrome in stress management to enhance their quality of life and reduce potential recurrence.
The Impact of Sentence Length and Complexity on Fluency in Turkish-English Simultaneous Interpreting
Author: Eraslan, Seyda
Date: 2018-00-00
Type: Journal Articles
Subjects: Translation,Turkish,Language Fluency,Self Concept,English (Second Language),Sentence Structure,Student Attitudes,Second Language Instruction,College Seniors,Performance,Foreign Countries

This study was designed as an explorative, descriptive, and observational/ experimental study. With a fluency oriented approach to quality, it aims at presenting and discussing the results of an experiment designed so as to explore the impact of sentence length and complexity on quality in Turkish-English SI. In addition, the self perceptions of interpreting students regarding their own interpreting performance obtained through postexperiment interviews will be discussed. In accordance with the objectives of the study, performance-related quality criteria rather than content-related quality criteria will be observed and fluency will be explored in terms of pauses, false starts, repairs, and repetitions.
A Study on Metadiscoursive Interaction in the Doctoral Dissertations of the Native Speakers of English and the Turkish Speakers of English
Author: Köroglu, Zehra
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Computer Software,English (Second Language),Second Language Learning,Second Language Instruction,Discourse Analysis,Native Language,Turkish,English,Language Usage,Word Frequency,Computational Linguistics,Written Language

This study has been conducted to evaluate the transition marker (TM) usage in the doctoral dissertations written by the native speakers (NSs) of English and the Turkish speakers (TSs) of English. The purpose is to compare the TM usage in the introduction, results and discussion, and conclusion sections by both groups' randomly selected PhD dissertations in the field of ELT between the years 2010 and 2014. The WordSmith Tools 5.0 software is used in order to analyze the data. TMs were analyzed in terms of percentages, frequencies per 1,000 words and they were interpreted by calculating the log-likelihood (LL) value whether there was a significant difference in their usage. The results indicated that the frequencies, and frequencies per 1,000 words of the TM usage in the sections which were investigated of the doctoral dissertations of each group were different.
The Relationship between 8th Grade Secondary School Students&apos; Motivational Strategies, Attitudes and Academic Achievements Concerning English Learning
Author: Kanat, Firat
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Academic Achievement,English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Test Anxiety,Secondary School Students,Self Efficacy,Attitude Measures,Metacognition,Learning Strategies,Goal Orientation,Gender Differences,Foreign Countries

The purpose of this study is to investigate the relationships among 8th grade secondary school students' self regulation strategies, motivational beliefs, attitudes towards English course and English academic achievement. In this study, correlational survey method was used. The 949 8th grade secondary school students determined by stratified sampling method formed the sample of the study. In this study, &quot;Motivational Strategies for Learning Questionnaire&quot; and &quot;Attitude Scale for English Course&quot; were used as data collection tools. In this study, Pearson Product Moment Correlation Coefficient and stepwise regression analysis were used for data analysis. As a result of the study, it was found that there is a moderate, positive and significant relationship between students' TEOG English achievement and self-regulation, cognitive strategy, self-efficacy, intrinsic value and attitudes towards English course; and there is a low, positive and significant relationship between students' TEOG English achievement and students' test anxiety. It was found that students' intrinsic goal orientation, self-efficacy perceptions and attitudes towards English course predict 43.9% of the variance in students' self-regulation strategies, while test-anxiety does not significantly predict self-regulation strategies. It was found that the students' self-regulation strategies (self-regulation, cognitive strategies), motivational beliefs (self-efficacy, test anxiety, intrinsic value) and attitudes towards English course can predict 55.2% of the variance of their English academic achievement. In this respect, it may be suggested that teachers and students to be trained on motivational strategies through various training activities and seminars.
The Relationship between Iranian EFL Teachers&apos; Reflective Behavior and Their Proficiency Level
Author: Suzani, Samad Mirza
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Reflective Teaching,Gender Differences,Language Proficiency,Predictor Variables,Teacher Characteristics,Second Language Instruction,Correlation

The present study aimed to investigate the relationship between Iranian EFL Teachers' reflective behavior as well as their gender and their proficiency level. It also aimed to probe sub-scales of teachers' reflectivity as the best predictors of teachers' proficiency to determine whether different aspects of teacher reflectivity, namely, practical, cognitive, metacognitive, affective, and critical reflection had a noticeable impact on the proficiency level of Iranian EFL teachers. To this end, an IELTS test comprising four skills as well as the Language Teachers' Reflective Inventory (LTRI) were administered to 60 English teachers in three institutes in Shiraz, Iran. The results revealed a low positive relationship between reflectivity and teachers' EFL proficiency. Besides, among all subscales of teachers' reflectivity, just cognitive and practical had a significant contribution in predicting the scores on proficiency at p&lt;0.05. In addition, no significant difference was seen in scores for different genders with respect to their reflectivity.
Particularised Checklists in Materials Evaluation: Developing Contextually Relevant Criteria for Turkish EFL Classes
Author: Simsek, Meliha R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Check Lists,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Instructional Material Evaluation,Evaluation Criteria,Likert Scales,Textbooks,Independent Study,Language Proficiency,Student Attitudes,Cultural Pluralism,Grammar,Teacher Attitudes,Middle School Students,Foreign Countries

The major trend in ELT materials evaluation has been the measurement of general satisfaction levels against borrowed items from previous checklists. However, their real quality can be accurately assessed through contextually relevant criteria. In this study, 85 English teachers, and 500 seventh-graders evaluated the effectiveness of their locally-produced English coursebook with standardised, particularised, and importance-weighted Likert-type checklists. The extent of consumer dissatisfaction in their primary focus areas was found much greater than the overall evaluation alone had yielded. The teachers' evaluations were yet unaffected by gender, experience, and length of textbook use. The top teacher-preferred criteria focused on accommodating different proficiency levels, and learner types; and the top student-preferred criteria on supplementary resources, and thematic appeal. The list of coursebook deficiencies might have been topped by the lack of authenticity, and supplementary resources for teacher guidance, and student self-instruction, but further overlaps existed between user views over such serious weaknesses as lack of: support for creative thinking, thematic appeal, grammatical explanations, and cultural diversity. Since these persistent coursebook concerns have been diagnosed in similar EFL contexts, where local materials were preferred over their global (UK/US-produced) counterparts, a context-sensitive, synergistic model was recommended for drafting, editing, and assessing ELT materials.
Reflective Practice: The Experiences of Pre-Service EFL Teachers in Teaching English
Author: Azizah, Umu Arifatul
Date: 2018-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Language Teachers,English (Second Language),Second Language Instruction,Teaching Methods,Foreign Countries,Student Teaching,Student Teachers

Reflective practice is &quot;a compass of sorts to guide teachers when they may be seeking direction as to what they are doing in the clasrooms&quot; (Farrell, 2012: 15). In other words, it is the teacher's opportunity to contemplate what he/she has done in their teaching in order to find the solution toward the problems appear. This study aimed at presenting the experiences of pre-service EFL teachers in utilizing reflective practice in their teaching program. Thus, two pre-service EFL teachers were involved to give the information of their experience in utilizing reflective practice during their teaching practice program. The participants were the university students of English Education Program at one of the universities in Indonesia. The participants' stories were collected through open-ended questionnaire, interview, and document analysis in this narrative study. Since it was a qualitative reasearch, the Interactive Model was used to analyze the data. It was found that the English teachers need to be more experienced in order to be able to utilize reflective practice properly and professionally.
Impact of In-Service Training on English Teachers&apos; Classroom Practice at Primary Level
Author: Ashrafuzzaman, Md.
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Inservice Teacher Education,Program Effectiveness,Foreign Countries,Teaching Methods,Teacher Competencies,Educational Technology,Audio Equipment,Visual Stimuli,Faculty Development

Teacher is one of the best teaching tools to attain, ensure and sustain the quality of education. For this, teachers have to be trained. The trainings include both pre-service and in-service training for professional development. This study focused on the impact of in-service training (cluster meeting) on English teachers' classroom practice at the English in Action intervention schools. This research was qualitative in nature. For the convenience of the research and conducting this study, the researcher mainly collected open-ended data from the respondents. Two cluster meetings were attended and observed. From those meetings, five teachers were selected purposively and finally three English classes of each of those teachers were observed. After classroom observation those teachers were interviewed individually and Focus group discussions were conducted with the students. The cluster meetings had multifaceted objectives which provided them with ideas for warming up, reviewing and reflecting, micro teaching and extending activities for improving teaching and learning capacities of teachers. The meetings fulfilled approximately 80% of their needs, especially in terms of solving classroom problems through sharing practical experiences and disseminating knowledge. Respondent teachers learnt many new things in the cluster meetings like, giving instruction in English, playing games, using teaching aids and writing paragraph by mind mapping. After being trained, respondents applied and implemented new ideas and methods in their classrooms. Now they use audio and posters, which help students learn quickly and speak English without difficulty. A majority of the respondent teachers faced some problems in the classroom while using audio.