ethanporcaro/eric-fulltext-meta huggingface dataset:
A Development of a Game-Based Supplementary E-Learning Program for &quot;English for Veterinary Profession I&quot;
Author: Watanapokakul, Satita
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Educational Games,Veterinary Medical Education,College Students,Teaching Methods,Video Games,English (Second Language),Second Language Instruction,Language Skills,Program Effectiveness,Student Attitudes

This study focuses on the role of edutainment at the tertiary level. The context is the teaching and learning of &quot;English for Veterinary Profession I&quot; (ENG VET PROF I) for second-year university students in Bangkok, Thailand. This course focuses on improving students' listening and speaking skills in the veterinary field. In order to make the materials relevant and attractive to Net Gen learners, a game-based supplementary e-learning program considered an alternative pedagogy adaptable for Net Gen. The purposes of the study are to develop an effective game-based supplementary e-learning program, called CULI ZOO, for students in &quot;English for Veterinary Profession I&quot; and to evaluate the effectiveness of the program. The study sample was the second-year Veterinary Science students enrolled in the English for Veterinary Profession I course in 2014 and 2015. An experimental and a control groups did the same pretest at the beginning of the course. The results from an Independent Samples t-test, at a significance level of 0.05, confirmed that both groups were comparable. Only students in 2015 were exposed to CULI ZOO. Scores from the midterm and final examinations were used as posttest scores. After the experimental group students finished using CULI ZOO, they completed a set of the questionnaires that elicited their opinions toward CULI ZOO. Sixteen students were randomly selected for interviews. The results obtained from the t-test showed a statistically significant difference in the posttest scores between both groups. Likewise, there was a significant difference between the pretest and posttest scores of the students in the experimental group. The data from the questionnaires and interviews showed that the students in the experimental group had positive opinions toward CULI ZOO. In the experimental group, the students' total scores from CULI ZOO correlated with their scores from the posttest.
Applying Communities of Practice Theory to Applied Linguistics Research
Author: Kimura, Julia
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Learning Theories,Second Language Learning,Social Theories,Females,Language Teachers,Foreign Countries,English (Second Language),Women Faculty

If you are reading this, as a child, you probably went to school to learn. However, as we enter adulthood, we do a great deal of learning informally after we have completed compulsory and formal schooling. Although early theories of learning fell under the quantitative paradigm, new qualitative and social theories of learning have now been proposed. Communities of practice theory can help explain how this informal learning is largely a social endeavor. This theory was developed not as a replacement to existing theories of learning, but as an alternative and complementary explanation of how learning is accomplished. In this paper, I first provide an overview of theories of learning in second language acquisition. Next, I describe these social theories of learning, focusing on communities of practice and how this theory has been applied to research in second language acquisition. I then illustrate how I am applying it to my own research on female foreign language teachers in a professional organization in western Japan.
Harmonizing Higher Education at the Regional Level: The Case of ASEAN and the Philippines
Author: Berse, Pilar Preciousa
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Educational Policy,Quality Assurance,International Organizations,Models,Regional Cooperation,College Credits,Transfer Policy,Student Mobility

Education is in the heart of Southeast Asia's quest for equitable human development throughout the region. This has never been more pronounced than when the Association of Southeast Asian Nations (ASEAN) formed the ASEAN Socio-Cultural Community (ASCC) in 2003, ushering in a number of regional directives and initiatives to harmonize higher education among ASEAN member states. Yet, the process has not been easy due to fundamental differences in higher education structure, quality, and processes among member countries. In light of this, the study traced the institutional arrangements and policy responses that have taken place at both regional and national levels in pursuit of integrating higher education in the region. First, it reviewed the key mechanisms that ASEAN has established to foster harmonization. It then discussed the experience of the Philippines in relation to the three components of harmonization, namely, qualifications framework, quality assurance, and credit transfer. It showed that while the government has shown sufficient response to its regional obligations through legislation and administrative issuances, it needs to do much more to show its commitment and ensure involvement of all higher education institutions in the integration process.
Attitudes towards Code-Switching in an English-Medium Content Classroom
Author: Teklesellassie, Yinager
Date: 2018-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Language of Instruction,Student Attitudes,Native Language,Gender Differences,Student Characteristics,College Freshmen,College Faculty,Teacher Attitudes,Semitic Languages,Foreign Countries,English (Second Language)

The purpose of this study was to investigate the attitudes of content subject teachers and their freshman students towards the use of a local language in English-medium content subjects given at Bahir Dar University (BDU), Ethiopia. This study examined whether attitudes towards the use of a local language in English-medium content subjects could be affected by demographic factors like first language background and gender. The participants of the study were content subject teachers and freshman students in three faculties at BDU. Data were collected through questionnaires distributed to both groups of participants. The findings show that both the content subject teachers and their freshman students had favorable attitudes towards the use of Amharic, a local language of wider communication, in the English-medium content subject classroom. Moreover, the results indicate that the attitudes of the students towards the use of Amharic in the classroom were not affected by first language background or gender. Based on the findings, it was concluded that content subject teachers or their students should not feel restrained by using Amharic judiciously as long as Amharic helps them to deliver or understand content. Finally, recommendations are made for further research in the area.
Fostering Reflectivity through Jargon Books in a Teacher Education Context
Author: Özkan, Yonca
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Foreign Countries,Preservice Teachers,Language Usage,Jargon,Student Attitudes,Reflection,Books

This study, focusing on reflectivity in language teacher education, was conducted with the participation of 35 preservice teachers studying at the ELT Department of Cukurova University, Turkey, in 2017-2018 academic year. The study examined the effects of jargon books (JBs) on preservice language teachers by delving into levels of reflectivity. The two sets of data of the study were collected from jargon book content and face-to-face semi-structured interviews, and display the very fact that preservice teachers mostly reflected upon course-related issues at the first and second levels, and slightly less at the third, most reflective level. Also, the findings suggest that the process of jargon book keeping was perceived as mostly positive but not free from negativity. This study has some important implications for teacher education programs and pertaining stakeholders.
Heat and Temperature Experiment Designs to Support Students&apos; Conception on Nature of Science
Author: Prima, Eka Cahya
Date: 2018-00-00
Type: Journal Articles
Subjects: Heat,Scientific Literacy,Scientific Principles,Foreign Countries,Achievement Tests,International Assessment,Developing Nations,Science Instruction,Laboratory Experiments,Scientific Concepts,Physics,Teaching Methods,High School Students,Secondary School Science

Constructing student's scientific literacy is still a challenge for the developing country. PISA 2015 report on scientific literacy showed that Indonesia was positioned at 62th out of 70 countries. According to this result, the students are only able to explain the simple science phenomenon because some learning activities have not followed good scientific inquiry as a fundamental aspect of the nature of science. To overcome the problem, PISA 2015 stated that teachers are suggested to design well-structured laboratory activities that make actual scientific concepts and ideas, and help students make the connection among the hands-on activities, scientific ideas and real-life problems. Moreover, the student's conception of the nature of scientific knowledge is required to help a student become a scientifically literate person. This work aims to construct science knowledge and contextual problems to support students' conception of the nature of science. In the case of the physics subject, eight new heat and temperature experiment designs are proposed to construct students' scientific literacy in high schools. The aspects of scientific literacy on experiment designs are developed based on PISA 2015 frameworks.
Teachers&apos; Intention to Continue Using Virtual Learning Environment (VLE): Malaysian Context
Author: Awang, Hapini
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Simulation,Educational Technology,Technology Uses in Education,Teacher Attitudes,Intention,Technology Integration,Decision Making,Elementary School Teachers,Secondary School Teachers

Malaysian teachers have been using Virtual Learning Environment (VLE) technology in their instructional activities since it was introduced by the Ministry of Education in 2012. This study aimed to measure Malaysian teachers' level of intention to continue using VLE technology and investigate factors influencing teachers' decision to keep using VLE into teaching and learning process. Implementing sequential explanatory design, we addressed 850 questionnaires and conducted interview with 10 teachers. After data screening procedure, only 643 questionnaires were usable and measurable in the data analysis. Fifty-one teachers answered the open ended question included in the questionnaire. We further asked questions adapted from the data analysis of the questionnaires to ten teachers. The results of the study informed that the overall mean score of teachers' intention to continue using VLE is 4.21. This mean score indicated that the intention to continue using VLE technology among the Malaysian teachers is at the moderate level. Despite this, the percentage of the teachers with high intention to use VLE whenever they have access is higher than those with the low intention. Qualitatively, accessibility factor was the main factor experienced by the participants of this study reducing the VLE integration into teaching. Further investigation is necessary to study the factors and suitable planning and policy that contribute to the intention to continue using VLE among Malaysian teachers.
Macro Discourse Markers in Ted Talks: How Ideas Are Signaled to Listeners
Author: Uicheng, Kanokrat
Date: 2018-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Speeches,Technology,Design,Business,Sciences,Video Technology,Conferences (Gatherings),Nonprofit Organizations,Computational Linguistics

This study investigated the macro discourse markers used by TED speakers to signal ideas to listeners. 150 TED transcripts from six talk genres: technology, entertainment, design, business, science, and global issues were compiled to identify the frequency and distribution of macro discourse markers. This investigation was conducted to confirm the hypothesis that genres of talks did not affect the distribution of discourse markers. The study also hypothesized that a number of macro discourse markers which explicitly containing the word 'idea' or 'ideas' in them could be found. The results confirmed that the occurrences of macro discourse markers were not subject to talk genres and that 51 markers containing the word 'idea' and 'ideas' were found.
The Effectiveness of Online and Paper-Based Formative Assessment in the Learning of English as a Second Language
Author: Joyce, Paul
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Homework,Language Proficiency,Formative Evaluation,English (Second Language),College Students,Language Tests,Textbooks,Scores,Comparative Analysis,Summative Evaluation,Test Format,Computer Assisted Testing,Foreign Countries

This article investigates the relative effectiveness of online and paper-based formative assessment in the learning of English as a second language. For this study, 74 Japanese university second language (L2) students took online quizzes, while 71 were given paper-based quizzes to complete. The quiz content was drawn from learning material found in the class textbook. Both groups were assigned the exercises as homework. At the end of the 15-week study period, both groups were administered a summative assessment that also covered learning points from the textbook. After controlling for the learners' L2 proficiency through their TOEIC test scores, the performance of the two groups on the formative quiz was compared through correlation and regression analysis. While there was found to be a statistically significant relationship between the online formative assessment and summative exam scores, this was not the case for the paper-based homework. When compared through an analysis of covariance, there was found to be a significant interaction between group and homework on exam scores. The online group was more affected by their homework score than the pencil and paper group. The findings from this study have implications for teachers, learners and curriculum developers.
Sharing Vocabulary Size Test Scores with Students: What&apos;s the Impact on Motivation?
Author: Tanaka, Jay
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Vocabulary Development,Reading Comprehension,College Students,Foreign Countries,Scores,Comparative Analysis,Learning Motivation,Student Attitudes,Language Tests

This study investigates the impact of sharing research findings on lexical coverage and vocabulary size with L2 English students. This practical knowledge can be applied toward reading books and other materials. Research has suggested that knowing approximately 98% of the words in a text can lead to adequate reading comprehension (Hu &amp; Nation, 2000). Such information, paired with knowledge of a student's own vocabulary size (Nation &amp; Beglar, 2007), can potentially aid students in setting L2 vocabulary and reading goals. Ninety-nine university students in Thailand participated in this study. It utilizes a pretest-posttest design, with the sharing of research findings on lexical coverage and vocabulary size with students as the treatment. Surveys measuring motivation and attitudes toward studying L2 vocabulary were conducted before and after the treatment. Results were analyzed using principal component analysis, revealing three clear components among 12 traits. A comparison of the mean scores between components in the pretest and posttest surveys revealed statistically significant differences for two of the components (p=0.038 and 0.002). The changes in the scores from both components indicate improvements in motivation and attitudes toward studying L2 vocabulary.
Test-Taking Strategies Used in the Reading Section of the Test of English for Thai Engineers and Technologists: A Computer-Based ESP Test
Author: Waiprakhon, Thanaporn
Date: 2018-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Computer Assisted Instruction,Foreign Countries,Engineering Education,Undergraduate Students,Language Tests,Language Proficiency,Reading Tests,Test Wiseness,Construct Validity,Test Construction,Reading Strategies

This study aims to investigate test takers' strategies for the reading section of the Test of English for Thai Engineers and Technologists, or TETET, which is an innovative computer-based English for Specific Purposes (ESP) proficiency test. Five fourthyear undergraduate students who obtained overall high scores, particularly in the reading section, were selected to participate in the study. A stimulated recall interview and the reading section of the TETET were used as the two main instruments. The strategy rubric by Cohen and Upton (2006) was adopted in order to analyse the data. The results revealed that test management strategies were the most frequently used strategy type across all sub- sections of the TETET reading section, while test-wiseness strategies were the least frequently used strategy type. In addition, there was concordance between the types of strategies used and the item types in the sub-sections. These results provide evidential base for the construct validity of the TETET reading section and can be used as insights for further test development and revision.
The Effects of Using Corpus Tools on EFL Student Teachers&apos; Learning and Production of Verb-Noun Collocations
Author: Kartal, Galip
Date: 2018-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Nouns,Verbs,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Student Teachers,Phrase Structure,Language Teachers,Teacher Education Programs,Language Tests,Student Attitudes,Control Groups,Experimental Groups,Teaching Methods

This study investigated the effects of utilizing corpus tools on university EFL student teachers' learning and production of verb-noun collocations. The participants were 60 first-year student teachers in an English Language Teaching Department of a state university in Turkey. The research followed a pre and post-test quasi-experimental research design in which two classes participated in experimental and control groups. Both quantitative and qualitative research methods were used. Quantitative data were collected via a Collocation Knowledge Test which was administered as a pre and post-test. In addition, student teachers' writings before and after the implementation were investigated for tracking the production of collocations. Moreover, participants' opinions about the use of corpus tools were collected via a survey. The quantitative data were analyzed by running ANCOVA tests. Though the participants in the experimental group performed slightly better than the ones in the control group on the collocation knowledge test, this difference was found to be statistically non-significant. However, there was a statistically significant difference between the groups in terms of production of the collocations. Almost all of the student teachers found concordancing tools very helpful in learning of collocations. The results were discussed regarding exposure to authentic data and integrating corpus consultation into EFL classrooms.
The Notions of Language Proficiency and Language Dimensionality
Author: Thirakunkovit, Suthathip
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Proficiency,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Educational History,Language Tests,Evaluation Methods

This study is a literature review on the findings of different studies on the dimensionality of language proficiency. It aims to particularly analyze the assumptions and the statistical findings of relevant research since it has always been an endless debate among linguists and language teachers about whether language proficiency is organized as a unitary ability or multiple divisible competences. For this objective, it is necessary to begin this study by defining the notions of language proficiency. By clarifying the theoretical meanings of language proficiency, I investigated how different researchers discuss the relationships between different language sub-skills and the overall language proficiency. Since there was a major shift of interest from discrete-point testing to the testing of integrated skills in 1970s, this has led to debates and discussion about the nature of language proficiency in communication. Even though there are some degrees of consensus on research evidence for different language sub-skills, the results are still inconclusive or even contradictory. In trying to summarize the findings of many studies, I believe that it is imperative to assess the implications of the findings of these studies in the benefits of language teaching and testing.
Connections between Teachers&apos; Knowledge of Students, Instruction, and Achievement Outcomes
Author: Hill, Heather C.
Date: 2018-10-00
Type: Journal Articles
Subjects: Elementary School Teachers,Knowledge Base for Teaching,Teacher Effectiveness,Mathematics Teachers,Mathematics Tests,Scores,Mathematics Instruction,Outcomes of Education,Accuracy,Mathematics Achievement,Teacher Attitudes,Predictor Variables

Both scholars and professional standards identify teachers' knowledge of students as important to promoting effective instruction and student learning. Prior research investigates two such types of knowledge: knowledge of student thinking and teacher accuracy in predicting student performance on cognitive assessments. However, the field presents weak evidence regarding whether these constructs are amenable to accurate measurement and whether such knowledge relates to instruction and student outcomes. Without this evidence, it is difficult to assess the relevance of this form of teacher knowledge. In this article, evidence from 284 teachers suggests that accuracy can be adequately measured and relates to instruction and student outcomes. Knowledge of student misconceptions proved more difficult to measure, yet still predicted student outcomes in one model.
Quality Talk: Developing Students&apos; Discourse to Promote High-Level Comprehension
Author: Murphy, P. Karen
Date: 2018-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Small Group Instruction,Group Discussion,Elementary School Students,Grade 4,Reading Instruction,Persuasive Discourse,Language Arts,Critical Thinking,Discourse Analysis,Predictor Variables

Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students' basic and high-level comprehension, in two fourth-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse elements (e.g., questioning or argumentation) and conducted weekly text-based discussions in their language arts classes. Analysis of the videorecorded discussions showed decreases in teacher-initiated discourse elements, indicating a release of responsibility to students, whereas students' discourse reflected increased critical-analytic thinking (e.g., elaborated explanations or exploratory talk). Importantly, statistically and practically significant increases were evidenced on written measures of students' basic and high-level comprehension, indicating the promise of small-group discourse as a way to foster individual student learning outcomes.