ethanporcaro/eric-fulltext-meta huggingface dataset:
Through Teachers' Eyes: The Use of Virtual Classrooms in ELT
Author: Castañeda, Jairo Enrique
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Virtual Classrooms,Second Language Instruction,Second Language Learning,English (Second Language),Private Colleges,English Teachers,Teacher Attitudes,Independent Study,Cooperative Learning,Learning Experience,Personal Autonomy,Instructional Innovation,Learning Processes,Technology Uses in Education,Content Analysis,Media Literacy,Questionnaires,Observation,Interviews

The use of virtual environments to support as well as to complement language teaching and learning processes is becoming a recurrent practice and sometimes policy in several educational institutions. This paper reports the results of an inquiry carried out at the language center of a private university in Bogotá. Those results intended to describe EFL teachers' viewpoints regarding the promotion of autonomous, collaborative, and meaningful learning through the use of virtual classrooms in the teaching of English as a foreign language. Findings show that the promotion of these three types of learning through the use of virtual classrooms still represents challenges in the context in which this study was carried out.
Mental Self-Exploration in Samuel Beckett's &quot;Molloy&quot;: A Jungian Approach
Author: Jamalinesari, Ali
Date: 2015-02-00
Type: Journal Articles
Subjects: Novels,Identification (Psychology),Twentieth Century Literature,Self Actualization

Samuel Beckett is categorized as an absurdist dramatist. Martin Esslin in his book &quot;The Theatre of Absurd,&quot; states that absurdist writers dealt with the theme of man's sense of anguish and torture caused by living without any purpose. All characters of Beckett's dramas are deformed just like Molloy who deteriorates as the novel comes to an end. Actually, Beckett's characters are wanderers who try to establish a sense of meaning for their existence; they are in search of self. As his works represent, Beckett uses Jungian archetypes in order to show the aspect of self. This article tries to demonstrate the lack of identity in &quot;Molloy's&quot; Characters in the light of Jungian archetypes throughout the story.
Using SFL as a Tool for Analyzing Students' Narratives
Author: Correa, Doris
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,Second Language Instruction,English (Second Language),Linguistics,Discourse Analysis,Academic Discourse,Writing Instruction,Teacher Education Programs,Linguistic Theory,Narration,Preservice Teachers,Content Analysis,Scoring Rubrics,Paragraph Composition,Connected Discourse,Grammar,Vocabulary,Language Usage,Accuracy,Grades (Scholastic)

Traditionally, at universities, English as a foreign language instructors have used a series of approaches to teach students how to write academic texts in English from both teacher preparation and regular programs. In spite of this, students continue to have problems writing the academic texts required of them in the different courses. Concerned with this issue, a group of English as a Foreign Language writing instructors from a Teacher Education Program in Medellín engaged in the study of Systemic Functional Linguistics. The purpose of this article is to report the insights that one of these instructors gained once he began using these theories to analyze a narrative text produced by one of the students in his class.
Blended Learning in the Teaching of English as a Foreign Language: An Educational Challenge
Author: Ochoa Alpala, Carol Anne
Date: 2011-12-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Barriers,Educational Environment,Needs Assessment,Computer Simulation,Problem Solving,Independent Study,Conventional Instruction,Creativity,Learning Experience

Blended Learning has become one of the most common ways to teach EFL (English as a Foreign Language) due to its double component, which integrates Face-to-Face classes with virtual learning in order to offer students a wide range of materials and resources organized in a methodological way. Over the years, teachers and students have changed the way this educational process is seen because new technologies have been implemented and teachers have to propose new ways of working to display materials that complement EFL Face-to-Face classes. However, the implementation of a Blended Course must have a pedagogical foundation for each setting where it is planned in order to be developed. This article seeks to present some integrative components of Blended Learning and how they have been applied in several researches done in different contexts as well as to present some considerations to keep in mind when designing, implementing and evaluating this model. Besides, it encourages teachers to reflect upon Blended Learning (BL) as a potential and different way to approach learning EFL, taking advantage of all the emerging pedagogical tools.
Languaging and Writing Skill: The Effect of Collaborative Writing on EFL Students' Writing Performance
Author: Khatib, Mohammad
Date: 2015-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Collaborative Writing,Grammar,Vocabulary,Content Analysis,Teaching Methods,Writing Skills,Control Groups,Experimental Groups,Writing Instruction,Course Descriptions,Pretests Posttests,Statistical Analysis,Scores,Instructional Effectiveness,Foreign Countries

The purpose of this study is to explore the effect of using collaborative techniques and activities on EFL students' writing performance. A total of 35 low-intermediate EFL students ranging from 15 to 18 years-of-age participated in this investigation. These participants were assigned into two groups: An experimental group (N = 17) in which writing skill was practiced through a collaborative writing syllabus; and a control group (N = 18) in which writing skill exercised individually in the classroom. In this study a pretest/post-test was run, also a paragraph rating scale was used for obtaining students' overall writing performance and their performance on different components of writing such as content, organization, grammar, vocabulary, and mechanics. The findings of this study revealed that using collaborative techniques and activities had a positive effect (p = 0.001) on overall writing performance of EFL students, and on writing components such as content (p = 0.003), organization (p = 0.001), grammar (p = 0.001), vocabulary (p = 0.008), and mechanics (p = 0.001). The results of this study shed light on the importance of using collaborative techniques and activities in L2 writing classrooms, which bears some implication for teachers and curriculum planners.
The Exercise of Learner Autonomy in a Virtual EFL Course in Colombia
Author: Bedoya, Paula Andrea
Date: 2014-04-00
Type: Journal Articles
Subjects: Personal Autonomy,Foreign Countries,English (Second Language),Case Studies,Graduate Students,Second Language Learning,Virtual Classrooms,Questionnaires,Interviews,Reading Comprehension,Student Centered Learning,Electronic Learning,Online Courses,Web 2.0 Technologies,Computer Mediated Communication,Technology Uses in Education,Educational Technology,Computer Assisted Instruction,College Students

This case study explores how a group of graduate students manifest autonomy in an English as a Foreign Language virtual course at a Colombian university. Analysis of questionnaires, forums, and interviews showed that students manifested attitudes that led to autonomy such as motivation and commitment at the beginning of the course, but they also manifested high levels of dependence and lack of self-confidence. Later, they became more confident and performed more independently, two attitudes closely-related to autonomy. Furthermore, the results show that factors such as course design, the platform, and the teacher's role influenced the students' exercise of autonomy. Finally, the need for designing virtual English as a Foreign Language courses that promote autonomous learning and the teachers' and the students' roles in virtual environments are discussed.
How Setting Goals Enhances Learners' Self-Efficacy Beliefs in Listening Comprehension
Author: Ballesteros Muñoz, Liliana
Date: 2014-04-00
Type: Journal Articles
Subjects: Self Efficacy,Goal Orientation,Beliefs,Listening Comprehension,English (Second Language),Second Language Learning,Grade 7,Grade 9,Teaching Methods,Mixed Methods Research,Intervention,Instructional Design,Pretests Posttests,Achievement Gains,Foreign Countries

This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based) and learning English in Colombia concerning a foreign language learners' self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia. The results revealed that self-efficacy was highly positive when related to goal setting as students were able to set SMART goals to improve their listening comprehension and learners showed improvement in self-efficacy beliefs and felt more motivated while completing listening tasks related to songs. Furthermore this study shows that goal setting training can be incorporated successfully into the English as a foreign language classroom.
Applying Connectivist Principles and the Task-Based Approach to the Design of a Multimodal Didactic Unit
Author: Aldana Gutiérrez, Yeraldine
Date: 2012-12-00
Type: Journal Articles
Subjects: Teaching Methods,Intervention,Social Media,Technology Uses in Education,Educational Technology,Grade 9,Communication Strategies,Learning Theories,Social Networks,Electronic Publishing,Technological Literacy,Student Surveys,Foreign Countries,Learning Activities,English (Second Language),Second Language Instruction,Student Records,Documentation,Interviews

This article describes the pedagogical intervention developed in a public school as part of the research &quot;Exploring Communications Practices through Facebook as a Mediatic Device&quot;, framed within the computer mediated communications field. Twelve ninth graders' communications practices were explored and addressed by means of multimodal technological resources and tasks based on the connectivist learning view. As a result, a didactic unit was designed in the form of the digital book &quot;Diverface&quot;. This one in turn displayed information through different media channels and semiotic elements to support its multimodal features. Teachers and students might thus need to reconstruct an alternative multimodal literacy so that they can produce and interpret texts of the same nature in online environments.
A Pedagogical Experience to Delve into Students' Sense of Cultural Belonging and Intercultural Understanding in a Rural School
Author: Ramos Holguín, Bertha
Date: 2012-12-00
Type: Journal Articles
Subjects: Rural Schools,Foreign Countries,Grade 11,Curriculum Development,Journal Writing,Semi Structured Interviews,Student Surveys,Cultural Influences,Student School Relationship,Teaching Methods,Cultural Awareness

Rural education has been the focus for several research studies which reveal a tendency to include students' home context in the curriculum. Considering the aforementioned statement, this article aims to share a pedagogical experience which was carried out in a rural school in Guavatá, Santander, Colombia. The main purpose of this experience was to integrate eleventh graders' rural context through the design of curricular units. After implementing the curricular units, information was collected through a journal, a semi-structured interview, and students' surveys. The outcomes of the experience showed that aspects such as students' sense of cultural belonging and intercultural understanding were enhanced.
Exploring Pre-Service EFL Teachers' Beliefs about Their Roles in an Elementary School Classroom in Regard to Pedagogical and Emotional Aspects of Students
Author: Aguirre Sánchez, Iván
Date: 2014-04-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Bilingual Education,Teaching Methods,Student Needs,Diaries,Student Attitudes,Foreign Countries,Teacher Role,Elementary School Teachers,Elementary School Students,Identification,Observation,Well Being,Qualitative Research

This article aims at exploring the beliefs of a group of pre-service teachers from a B.Ed. program in Bilingual Education in Bogotá (Colombia), regarding their role as teachers in some general pedagogical and emotional aspects of their primary school students inside the classroom. They were observed over 16 weeks during their pre-service practice and were asked to submit weekly log entries with pedagogical reflections on their performance. Results show that these pre-service teachers believe motivation and identification of their students' academic needs to be their main role inside the classroom.
A Virtual Room to Enhance Writing Skills in the EFL Class
Author: Ochoa Alpala, Dayra Piedad
Date: 2014-04-00
Type: Journal Articles
Subjects: Virtual Classrooms,Writing Skills,Action Research,Grade 9,English (Second Language),Interviews,Student Writing Models,Student Journals,Learning Processes,Interaction,Qualitative Research,Vocabulary Skills,Learner Engagement,Technology Uses in Education,Enrichment Activities,Foreign Countries

This article reports an action research that intended to study to what extent students shape their writing skill in English through the use of a virtual room. As the study, we randomly selected six ninth graders in high school from thirty two students at a Colombian private institution. Three instruments were used, namely, interviews, students' artifacts, and journals. The results indicate that the use of virtual resources enriches students' learning process and engages them to communicate and interact with their classmates through their written creations.
Code-Switching to Know a TL Equivalent of an L1 Word: Request-Provision-Acknowledgement (RPA) Sequence
Author: Lucero, Edgar
Date: 2011-12-00
Type: Journal Articles
Subjects: Code Switching (Language),Discourse Analysis,Speech Acts,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Classroom Communication,Teaching Methods,Native Language,Communication Strategies,Teacher Student Relationship,Video Technology,Audio Equipment

This article focuses on the learner's use of Code-switching to learn the TL (Target Language) equivalent of an L1 word. The interactional pattern that this situation creates defines the Request-Provision-Acknowledgement (RPA) sequence. The article explains each of the turns of the sequence under the combination of the Ethnomethodological Conversation Analysis and the Speech Act Analysis. The RPA sequence emerges from the analysis of a set of observations of EFL learners at university level. The insights of this study suggest that this RPA sequence presents pedagogical implications in the dynamics of classroom interaction and the way language learners and teachers negotiate meaning in class.
Communication Strategies Used by Pre-Service English Teachers of Different Proficiency Levels
Author: Castro Garcés, Angela Yicely
Date: 2014-04-00
Type: Journal Articles
Subjects: Communication Strategies,Preservice Teachers,Second Language Instruction,English Teachers,English Instruction,English (Second Language),Language Proficiency,Undergraduate Students,Foreign Countries,Communication Skills,Data Collection,Audio Equipment,Questionnaires,Sentences,Translation,Visual Stimuli,Speech,Transcripts (Written Records),Classification,Second Language Learning,Data Analysis,Code Switching (Language),Qualitative Research

This paper reports on the findings of a research study carried out in the Bachelor of Arts in English program of study at a Colombian university. It aims at identifying the communication strategies used by four pre-service English teachers with A2 and B2 levels of language proficiency and, also, at examining how these communication strategies facilitate or hinder the development of communicative skills. Data collection instruments included audio recordings of three tasks: (1) open-ended questionnaire, (2) sentence translation, and (3) picture description. The participants' speech was transcribed and categorized allowing us to identify and examine the role played by communication strategies which varied depending on the choice the participants made of using either avoidance or compensatory strategies.
Beyond the &quot;Handicapped&quot; Label: Narrating Options to Teach Foreign Languages to Blind and Visually Impaired Students
Author: Imperio Arenas González, Maria
Date: 2012-12-00
Type: Journal Articles
Subjects: Disabilities,Language Teachers,Second Language Learning,Blindness,Visual Impairments,Braille,Physical Characteristics,Foreign Countries,Labeling (of Persons),Methods,Second Languages,English,French,College Students

This article describes the research project carried out with a blind student, who studied French at a public university. The pedagogical experience over three years began in a classroom when a foreign language teacher and educator felt herself &quot;handicapped,&quot; as she had not been prepared for working with blind people. In order to put her student on the same level of other students in terms of study possibilities, the teacher entered the blind and visually impaired students' world through Braille. She designed methodologies in order to encourage the autonomous learning of the foreign language as well as tried to motivate other blind or visually impaired people to acquire the same knowledge.
Unfolding the Linguistic Features of Newspaper Advertisements in India
Author: Chugh, Anisha
Date: 2012-12-00
Type: Journal Articles
Subjects: Newspapers,English (Second Language),Second Language Learning,Advertising,Language Usage,Discourse Analysis,Foreign Countries,Syntax,Phonology,Language Rhythm,Morphemes,Grammar,Figurative Language

The language of advertisements aims at precise, clear, pointed, and arresting communication. Like all communicative endeavours, in advertising, getting the message across is of prime importance. However, the use of language in advertising is of a particular character because the advertiser cannot afford to be delinquent or uncritical. The aim of this paper is to investigate the extent to which rules or conventions of the English language are broken in print advertising. It also shows the practical usage of linguistic features especially figures of speech in newspaper advertisements. This paper is based on many concrete examples that strengthen the theoretical part of the paper.
Improving Writing through Stages
Author: Rivera Barreto, Adriana Maritza
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Engineering Education,Writing (Composition),Writing Improvement,Writing Skills,Sequential Learning,Feedback (Response),Action Research,Writing Processes,Language Usage,Grammar,Grounded Theory

Writing as a means of communication is one of the basic skills students must master at the university level. Although it is not an easy task because students are usually reluctant to correct, teachers have great responsibility at the time of guiding a writing process. For that reason, this study aimed at improving the writing process in fourth semester students from the Engineering Faculty at the Universidad Santo Tomás, Tunja, Colombia, following the writing stages. Data analysis showed that writing improves if students can follow stages and receive feedback from the teacher.
Analyzing the Extensive Reading Approach: Benefits and Challenges in the Mexican Context
Author: Varona Archer, Aurora
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Action Research,Public Colleges,Reading Research,Teaching Methods,Reading Instruction,Motivation

Some scholars have highlighted the benefits of using extensive reading as a way to motivate students to learn a second language (L2). This article is derived from a study that aimed at implementing extensive reading in an action research project in a public University in Mexico. Therefore, the following article examines some arguments of different researchers who have carried out extensive reading studies in contexts of teaching English as a foreign language (TEFL). The implementation issues of this reading approach are also analyzed by the approach's constraints and educational practices in the Mexican TEFL context. The concluding remarks are an attempt to contribute to the growth of future research in the field of extensive reading in Mexico.
Assessing Input Enhancement as Positive Factor and Its Impact on L2 Vocabulary Learning
Author: Motlagh, Seyyed Fariborz Pishdadi
Date: 2015-02-00
Type: Journal Articles
Subjects: Linguistic Input,Vocabulary Development,Second Language Learning,Second Language Instruction,Quasiexperimental Design,Experimental Groups,Control Groups,Language Proficiency,Language Tests,Layout (Publications),Statistical Analysis,Teaching Methods,Comparative Analysis

Input enhancement's role to promote learners' awareness in L2 contexts has caused a tremendous amount of research. Conspicuously, by regarding all aspects of input enhancement, the study aimed to find out how differently many kinds of input enhancement factors such as bolding, underlining, and capitalizing impact on L2 learners' vocabulary acquiring. Furthermore, the study was conducted through a quasi-experimental design with a proficiency test to find how homogeneous the groups are. Four classes were selected as the experimental groups (n = 80), and each class was conducted by one of the input enhancement main categories compared with the control group. Subjects attended in eight sessions to make them familiar with advantages of input enhancement in relation to vocabulary learning. Each group received different strategies but control group received no treatment and then, the researcher taught and employed those inputs in texts along with target words. Learners' progress was measured during the eight sessions of employing those inputs in responding to vocabulary questions. One-Sample Kolmogorov-Smirnov Test, One-way ANOVAs series along with LSD and post hoc comparisons showed that three inputs were effective in responding to target vocabulary words and they compared and contrasted with control group but the bolding group did better than the other groups. Finally, bolding target words were more effective in fostering L2 learners' vocabulary knowledge learning. These outcomes propose that using input enhancement to answer target words are the most useful factors, especially bolding as a significant input in this study outperformed the other ones in developing learners' awareness to answer vocabulary tests. It can also be concluded that capitalizing is the least effective input compared to underlining and bolding in terms of their efficacy.
Supporting Student-Teacher Researchers' Quest for Their Voice
Author: Castillo, Rigoberto
Date: 2012-12-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Student Research,Professional Identity,Preservice Teacher Education,Active Learning,Inquiry,Teaching Methods,Educational Practices,Teacher Educators,Teacher Attitudes,Teacher Student Relationship,College Second Language Programs,Academic Discourse,Classroom Research

This article deals with teacher identity development of students enrolled in the teacher training program. The authors, who advocate inquiry-based teaching practices, propose reflective and organizational strategies to support these. In order to gain insights into the experiences and values of student-teacher-researchers (STRs here on) to shape a professional teaching identity, a pre-service teacher and a professor in a second language (L2) program joined efforts to share their reflections on the process of inquiry and on the quest to find a voice when conducting and reporting their inquiry.