ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Creatively in ESP
Author: Petkovska, Viktorija
Date: 2015-00-00
Type: Journal Articles
Subjects: Creative Teaching,English for Special Purposes,Course Objectives,Case Studies,Second Language Learning,Second Language Instruction,Teaching Methods,Engineering Education,Student Motivation,Homework,Questionnaires,Student Attitudes,Foreign Countries,College Students

Teaching creatively in ESP might in certain cases present some appropriate solutions to the teaching situation and, more importantly, boost students' confidence and motivation towards achieving some of the course objectives. Based on a case study, this paper displays some of the results obtained through a limited scope research conducted with engineering students. It offers some insights into the possibilities of creative ESP teaching, its advantages and shortcomings. It also attempts to define the impact that creative ESP teaching might have on the outcomes of the teaching process, as well as the requirements it places on both the teacher and the students.
Coping with Marginalized Students Inclusion in EL Teacher Training
Author: Petkovska, Viktorija
Date: 2015-00-00
Type: Journal Articles
Subjects: Coping,Inclusion,Disadvantaged,Preservice Teachers,Preservice Teacher Education,English Instruction,Educational Practices,Educational Principles,Consciousness Raising,Critical Theory,Concept Teaching,Teaching Methods,Elementary School Curriculum,Questionnaires,Student Teacher Attitudes,Controversial Issues (Course Content),Foreign Countries,Observation

Marginalized groups present part of our reality which we would prefer to forget about. Yet, the humankind remains (un)aware of the simple fact that there is merely a very tiny red line between the central and marginalized parts: any of us can at one point in life simply, unwillingly and abruptly wake up on the other side of this line!!! Prospective English language teachers should receive a sound training in recognizing the marginalized groups in order to be able to assess their needs with the necessary sensitive professionalism and thus build a sound inclusive teaching setting in which all participants will enjoy education based on the principles of equity and equality. This paper deals with the principles and possible practices employed by teacher trainers in training prospective English language teachers to cope with the serious task of developing justified and fair attitudes towards the less fortunate students in the attempt to include them into the teaching process in the most beneficial manner for all the parties concerned.
Problematizing Rating Scales in EFL Academic Writing Assessment: Voices from Iranian Context
Author: Ghanbar, Batoul
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rating Scales,Writing Evaluation,English (Second Language),Second Language Learning,Academic Discourse,Questionnaires,Interviews,Evaluators,Mixed Methods Research,Construct Validity,Graduate Students

Along with a more humanitarian movement in language testing, accountability to contextual variables in the design and development of any assessment enterprise is emphasized. However, when it comes to writing assessment, it is found that multiplicity of rating scales developed to fit diverse contexts is mainly headed by well-known native testing agencies. In fact, it seems that EFL/ESL assessment contexts are receptively influenced by the symbolic authority of native assessment circles. Hence, investigating the actualities of rating practice in EFL/ESL contexts would provide a realistic view of the way assessment is conceptualized and practiced. To investigate the issue, present study launched a wide-scale survey in the Iranian EFL writing assessment context. Results of a questionnaire and subsequent interviews with Iranian EFL composition raters revealed that rating scale in its common sense does not exist. In fact, raters relied on their own internalized criteria developed through their long years of practice. Therefore, native speaker legitimacy in the design and development of scales for the EFL context is challenged and the local agency in the design and development of rating scales is emphasized.
Identifying Teaching Style: The Case of Saudi College English Language and Literature Teachers
Author: Alhussain, Aisha M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English Teachers,College Faculty,English Literature,Teaching Styles,Teacher Surveys,Correlation,Age Differences,Teaching Experience,Specialization,Instructional Program Divisions

The purpose of this paper is twofold. The first objective is to give an account of why I set out to study teaching styles, how I carried out and analyzed a questionnaire survey, what results I got, and what the implications of these results are. The intent is to provide teachers with enough information to help them think about how these findings play out in their own classrooms, thus putting them on track to adapt their teaching style to their students' learning style. The second objective is to see if there is any statistically significant correlation between teaching styles and a number of factors, such as age, years of experience, specialty, and student level. Data analysis showed that literature teachers preferred the all-round flexible style, the mixed style, and the official curriculum and big conference styles successively, whereas linguistics teachers preferred the mixed style, the all-round flexible and straight facts styles, and the student-centered and big conference styles consecutively. No statistically significant correlation was found between teaching styles and age, years of experience, and specialty variables. Whereas statistically significant differences were found between level three and the official curriculum teaching style, and between level four and the student-centered teaching style (p&lt; 0.05).
Yemeni Teachers' Beliefs of Grammar Teaching and Classroom Practices
Author: Ezzi, Nemah Abdullah Ayash
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Grammar,Grammar Translation Method,Classroom Techniques,English (Second Language),Second Language Instruction,Second Language Learning,Questionnaires,Secondary School Teachers,Elementary School Teachers,Language Teachers,Observation,Correlation,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12

Beliefs of in-service English teachers about grammar learning/teaching and the influence of such beliefs on their classroom practices remain relatively unexplored. More precisely, this study explores English teachers' beliefs about grammar learning and teaching. It throws light on the teachers' actual practices in the classrooms of 7th -12th grades, at several schools of Hodeidah. The main instrument of this study is the questionnaire used to collect data on teachers' beliefs and their teaching procedures in classrooms. It is administered to 80 teachers of 12 primary and secondary schools. Non-participatory classroom-observations are also made to back up the main data. It is found that teachers do possess a set of complex beliefs about learning and teaching grammar that are likely to be derived from their prior experience of teaching English. These beliefs are correlated with the suggested strategies used to teach grammar as correlation is significant at the 0.05 level though observations have shown that beliefs are not actually reflected in the classroom practices.Eventually, implications of this study are identified for effective teaching of grammar.
Students' Response to Curriculum Review of Undergraduate Religion/Education Programme
Author: Eluu, Patrick E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Religious Education,Student Surveys,Student Attitudes,Questionnaires,Relevance (Education),Integrated Curriculum,Curriculum Evaluation,Program Termination,Christianity,Units of Study,Teaching Methods,Foreign Countries

This paper examines the imperative and students' response to curriculum review of undergraduate Religion/Education programme in Ebonyi State University, Abakaliki, Nigeria. The study was a survey type and a fifteen (15) item questionnaire was designed to elicit response from the respondents. The population of the study comprised all the second (200 level), third (300 level) and fourth (400 level) year students' who offer Religion and Education numbering fifty (50). Five research questions were posed to guide the study. The findings revealed that out of seventy-one (71) courses offered, forty (40) were accepted as relevant, twenty-one (21) were marked to be merged and ten (10) were to be deleted from the curriculum to give room for the introduction of new ones. The implication therefore, is that the curriculum should be reviewed to reflect current societal needs and challenges.
Focus Structure in Persian Interrogative Sentences: An RRG Analysis
Author: Rezai, Vali
Date: 2012-00-00
Type: Journal Articles
Subjects: Indo European Languages,Grammar,Structural Analysis (Linguistics),Linguistic Theory,Sentence Structure

The studies regarding information structure and its distribution in sentences are traced back to works of Prague School linguists such as Mathesius in 1920s. Recently, the issue of information structure has been dealt with by functionalists. In Role and Reference Grammar (RRG), information structure constitutes one of the main components of syntax. In this theory, information structure is mainly based on the Lambrechtiyan information structure which regards the formal structure of sentences as highly related to the discourse-pragmatic functions. Information structure investigates the way information is structured in clauses and sentences. This paper aims at dealing with information structure in interrogative sentences according to RRG. At first a brief introduction to works on information structure and RRG is presented. Then the theory is applied briefly to Persian language declaratives and dominantly to interrogatives.
Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses
Author: Yunus, Melor Md
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Social Networks,Social Media,Writing Instruction,Technology Integration,Computer Mediated Communication,Group Discussion,College Students,Student Motivation,Self Esteem,Virtual Classrooms,Qualitative Research

With the rapid development of world and technology, English learning has become more important. Teachers frequently use teacher-centered pedagogy that leads to lack of interaction with students. This paper aims to investigate the advantages and disadvantages of integrating social networking tools into ESL writing classroom and discuss the ways to plan activities by integrating social networking services (SNSs) into the classroom. Data was collected through an online discussion board from TESL students in a state university in Malaysia. The findings revealed that integrating social networking services in ESL writing classroom could help to broaden students' knowledge, increase their motivation and build confidence in learning ESL writing. The students' difficulties for concentrating on the materials when they use computer, lack of enough equipment as well as access to internet, and teachers' insufficient time to interact with the students were regarded as the main disadvantages of integrating social networking tools into ESL writing classes. Therefore, in this new technological era, it is essential for students and teachers to be equipped with technical skills to be competent for life-long learning and teaching. More studies are needed to explore the teachers' and students' attitudes towards using ICT in ESL/EFL contexts. Future quantitative and qualitative studies with more participants are needed to provide deeper insight.
Examing the Effect of a Learning-Centered Reading Instruction on Iranian Students' Reading Comprehension: An Action Research
Author: Kashef, Seyyed Hossein
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Centered Learning,Reading Instruction,Reading Comprehension,English (Second Language),Second Language Learning,Instructional Effectiveness,Action Research,Undergraduate Students,Pretests Posttests,Statistical Analysis,Questionnaires

This study intended to explore the the effect of a learning-centered reading instruction on improving undergraduate students' reading comprehension ability in university context of Iran. Based on a pedagogical framework driven from Hutchinson and Waters' learning-centered approach, some useful techniques were applied to develop a specific English reading instruction. The participants, within the age range of 18-22, included 50 students who were an intact experimental group. Following a pretest, treatment (15 weeks, 2 sessions per week), and a posttest, the obtained data was analyzed using t-test to examine the effect of the independent variable, namely, method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students' reading comprehension. The findings are discussed in relation to effective reading comprehension instruction through the use of necessary techniques in English teaching contexts.
Supporting Adults to Address Their Literacy Needs Using E-Learning
Author: Fletcher, Jo
Date: 2011-00-00
Type: Journal Articles
Subjects: Adult Literacy,Electronic Learning,Basic Skills,Delivery Systems,Teaching Methods,Case Studies,Postsecondary Education,Observation,Employee Attitudes,Student Attitudes,Stakeholders,Learning Motivation,Adult Education,Barriers,Program Effectiveness,Program Evaluation,Foreign Countries,Semi Structured Interviews

Many adults need help with literacy learning. This is extremely challenging for the tertiary education sector and workplace-situated learning organisations. E-learning may be an effective and efficient way to improve the delivery of teaching of basic skills to learners. Our research study included five embedded case studies within one tertiary institution, and a series of stakeholder interviews with representatives across New Zealand. The study found that e-learning opens up greater interaction between adults' study, work, home, and community environments, simply because the learning environment can be extended into those places.
Being Together: Factors That Unintentionally Undermine Motivation in Co-Located Online Learning Environments
Author: Hartnett, Maggie
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Motivation,Distance Education,Electronic Learning,Case Studies,Self Determination,Personal Autonomy,Competence,Cooperative Learning,Blended Learning,Problem Based Learning,Learning Theories,Adult Learning,Scores,Performance Factors,High Stakes Tests,Time Management,Technology Uses in Education,Task Analysis,Asynchronous Communication,Qualitative Research,Foreign Countries,Questionnaires,Semi Structured Interviews

This paper reports on one aspect of a larger case study that explores the nature of motivation to learn in an online distance environment. The study adopts self-determination theory (SDT) as a theoretical framework and focuses particularly on the underlying concepts of autonomy and competence. These are used to investigate ways in which certain situational factors, that fail to accommodate the specific autonomy and competence needs of co-located learners, can undermine perceptions of personal agency and efficacy. This, in turn, has a detrimental effect on self-determined types of motivation including intrinsic motivation. Results from one collaborative group of learners, situated in a co-located blended learning context, are presented here. They suggest that the differing circumstances of students need to be accommodated to foster autonomous types of motivation among learners.
Connection + Collaboration = Successful Integration of Technology in a Large High School: Formula for Success
Author: Lankau, Louise
Date: 2015-00-00
Type: Journal Articles
Subjects: High Schools,Technology Integration,School Libraries,Library Automation,Librarian Teacher Cooperation,Library Services,Strategic Planning,Meetings,Library Development,Outreach Programs,Technology Planning,Librarian Attitudes,Success,Best Practices

In this article, Summer Creek High School (Harris County, Texas) librarian, Louise Lankau shares a formula for successfully integrating technology via the school library and reaching every department and teacher in a school of 2,500 students and 170 teachers. The challenge is that the teaching staff at Summer Creek increases each year to accommodate an ever-growing student enrollment, and a substantial rate of teacher turnover results in new faces appearing each year. A formula that has worked at Lankau's school involves making a connection with school leaders, who in turn can assist the librarian in his/her effort to collaborate and support new teachers. These leaders include administrators, the instructional coaches from each academic department, department chairs, and returning teachers who already embrace the value of the librarian's technology-rich library program. This group will help the librarian bring the new teachers on-board. Herein Lankau takes the reader step-by-step from introducing department leaders to technology tools to action plans at department meetings to ensuring administrative help with library initiatives. She concludes with 10 lessons learned and pointers for successful collaboration and integration of technology.
I Learnt a Whole Lot More than Churning out an Essay: Using Online Tools to Support Critical Collaborative Inquiry in a Blended Learning Environment
Author: Khoo, Elaine
Date: 2012-00-00
Type: Journal Articles
Subjects: Blended Learning,Case Studies,Qualitative Research,Graduate Students,Tourism,Integrated Learning Systems,Group Discussion,Collaborative Writing,Web 2.0 Technologies,College Faculty,Interviews,Focus Groups,Online Surveys,Technology Uses in Education,Educational Technology,Teaching Methods,Foreign Countries,Student Attitudes,Teacher Attitudes

This paper reports on a qualitative case study of a teacher and her students in a postgraduate Tourism course in New Zealand in which a learning management system, discussion forums, and wikis were used to facilitate student engagement and deeper learning of course content. Although the teacher was experienced in face-to-face teaching contexts, she was a novice in the design and delivery of online learning. However, she believed that technology could foster deeper and more meaningful critical collaborative inquiry among course participants and was keen to explore how this could be facilitated. Evaluative data were gathered from teacher interviews, student focus groups, and an online student survey. Findings indicate that the use of different online tools was effective for engaging students and helped them develop critical insights into key course concepts. However, careful planning and reflection on different pedagogical approaches were needed so that student learning could be supported in meaningful and relevant ways. Implications for supporting educators and students in blended, online learning in Tourism education are offered.
Revisualising Innovative Online Learning Spaces in an Early Childhood Teacher Education Programme
Author: Pohio, Lesley
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Innovation,Early Childhood Education,Teacher Education Programs,Education Courses,Visual Arts,Educational Change,Curriculum Design,Portfolios (Background Materials),Holistic Approach

This paper presents a descriptive analysis of the challenges and rewards of revisualising and designing an innovative online space for a first-year Bachelor of Education Early Childhood Education course, Visual Arts in the Early Years. The perspectives offered are drawn from a design project involving collaboration between the course lecturer and learning designer. Central to the creation of this online learning space were the underpinning values and philosophy of the early childhood curriculum Te Whariki (Ministry of Education, 1996). With this as our guide, we set out to create a rich visual online learning experience that reflected the creative learning environments in early childhood education. The challenge was to transform a dynamic and fluid face-to-face teaching and learning context into an online mode. This engendered considerable rethinking not only of the content, but also the conceptual framework that informs best practice in e-learning. That is, the educational experience supported a conceptual framework that promoted social, cognitive and teaching presence (Garrison &amp; Anderson, 2003). In order to capture the specific qualities of the course in the proposed design, it was essential to understand the underlying principles and values that informed the course. As Edwards, Gandini, and Forman (1998) assert, &quot;the space has to be a sort of aquarium that mirrors the ideas, values, attitudes, and cultures of the people who live within it&quot; (p. 177). It is argued that unless these beliefs are inherent in the design, the online learning environment that supports the depth of engagement and critical reflection by the learner is compromised.
Establishing a Sense of Connectedness Amongst Theology Students in Distance Education
Author: Smith, Nigel V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Theological Education,Sense of Community,Distance Education,Electronic Learning,Technology Uses in Education,College Students,Student Surveys,Learning Experience,Orientation,Preferences,Individual Differences,Likert Scales,Interpersonal Relationship,Teacher Student Relationship,Tutors,Faculty Advisers,Statistical Analysis,Correlation,Age Differences,Printed Materials,Qualitative Research

Student engagement is required for effective distance learning. Amongst other things, it is built by fostering connectedness amongst tutors, academic advisors, and students, and by providing high-quality content and materials through appropriate technologies. Students are more likely to succeed when they experience these different aspects as a coherent whole in their learning environment. Previously, Laidlaw College's Centre for Distance Learning refined its systems for course design and evaluated its provision of academic support. The present paper reports findings from a survey which explored student learning experiences by measuring perceptions of connectedness with tutors, advisors, and their fellow students; perceptions of an orientation event; and preferences for a variety of technologies through which students access course materials. The findings tentatively suggest that students experienced their study as an integrated whole. While there was significant variability in individual preferences relating to the use of technology, expectations that different demographic groups would have different preferences were not supported.