ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Project Work Development in a Virtual Environment with Low-Intermediate Undergraduate Colombian Students (Desarrollo de trabajo colaborativo en un ambiente virtual con estudiantes colombianos de pregrado de nivel intermedio-bajo)
Author: Salinas Vacca, Yakelin
Date: 2014-04-00
Type: Journal Articles
Subjects: Computer Simulation,Computer Mediated Communication,Foreign Countries,Student Role,Teacher Role,Student Projects,Cooperative Learning,Videoconferencing,Questionnaires,Student Attitudes,Teacher Attitudes,Grounded Theory,Teamwork,Second Language Learning,Second Language Instruction,Management Systems,English (Second Language),College Students,College Faculty,Qualitative Research

This paper reports on an exploratory, descriptive, and interpretive study in which the roles of discussion boards, the students, the teacher, and the monitors were explored as they constructed a collaborative class project in a virtual environment. This research was conducted in the virtual program of a Colombian public university. Data were gathered through a questionnaire, recordings of conversations through Skype, and artifacts or samples of students' participation in the discussion boards. The analysis of the data followed the principles of grounded theory. The main findings suggest that as they were doing project work in a virtual environment, students played the role of team workers, the teacher and monitors played shared roles, and the discussion boards served as a facilitating tool.
Humor to the Rescue: How to Make Introductory Economics an Appealing Social Science for Non-Majors
Author: Jones, George H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Introductory Courses,Economics Education,Teaching Methods,Humor,Nonmajors,Transformative Learning,Educational Benefits,College Instruction

Despite efforts made over the past few years to improve upon the way introductory economics is taught, these efforts have unfortunately done very little to change student perception of economics as a dry, difficult and boring subject. Since the introductory economics course for many nonmajors may be their only economics course in college, it is incumbent upon those who teach the course to leave a lasting impression of it as a relevant, interesting, and exciting subject to learn. One alternative teaching technique that holds great promise in addressing the negative reputation of economics is humor. Until recently, the use of humor as an alternative teaching technique was shunned and held in disrepute especially in such &quot;dread&quot; courses as economics. Today, the current literature on teaching and learning clearly indicates that the tables have turned and the use of humor as a viable pedagogical approach is on the rise in almost every discipline. The primary goal of this paper is to discuss the vital role of humor as a transformational teaching technique in the introductory economic course. Specifically, the paper discusses the teaching and learning benefits of humor, the appropriate use of humor and some practical suggestions on how economics instructors can incorporate humor into their teaching.
Preparing the High School Classroom for Migrant English Language Learners (Preparación del aula de secundaria para estudiantes migrantes que aprenden inglés)
Author: Rouse, Megan Elizabeth
Date: 2014-04-00
Type: Journal Articles
Subjects: High School Students,English Language Learners,Immigrants,Educational Environment,Teaching Methods,Student Needs,Barriers,Hispanic American Students,Teacher Attitudes,Teacher Responsibility,Federal Legislation,Educational Legislation,Faculty Development,Learning Modalities

In United States schools, the rate of immigrant English language learners is rapidly rising, affecting the lives of both students and teachers. This article will discuss the best ways to facilitate the students' language learning in a school setting; the type of structure, goals, and standards that can be expected; as well as ways to change the preconceived notions of teachers. The implications of this work are significant. We are obligated to support our English language learners with up-to-date teaching approaches and modifications to harness their strengths and enable them to succeed as learners in an English- speaking setting.
Emotions as Learning Enhancers of Foreign Language Learning Motivation (Las emociones como potenciadoras de la motivación en el aprendizaje de una lengua extranjera)
Author: Méndez López, Mariza G.
Date: 2013-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Qualitative Research,Emotional Experience,Mexicans,Learning Processes,Learning Motivation,College Students,Foreign Countries,Student Motivation,Personal Narratives,Semi Structured Interviews,Journal Writing,Grounded Theory

The present article reports on a study that explores the effects of the emotional experiences of Mexican language learners on their motivation to learn English. In this qualitative research we present how emotions impact the motivation of university language learners in south Mexico. Results suggest that emotions, both negative and positive, contribute to enhancing and diminishing motivation. Although negative emotions may be considered detrimental to foreign language learning, the findings of this study show that negative emotions serve as learning enhancers. Results also evidence that Mexican language learners perceive negative emotions as positive for their language learning process.
A Competency-Based Technical Training Model That Embraces Learning Flexibility and Rewards Competency
Author: Yasinski, Lee
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competency Based Education,Technical Education,Training,Models,Welding,Apprenticeships,Adult Learning,Testing,Recognition (Achievement),Learner Controlled Instruction

Today's adult learners are continuously searching for successful programs with added learner flexibility, a positive learning experience, and the best education for their investment. Red Deer College's unique competency based welder apprenticeship training model fulfills this desire for many adult learners.
Teaching Students about the Financial Crisis through Best-Selling Books
Author: Stowe, Kristin
Date: 2014-00-00
Type: Journal Articles
Subjects: Economics Education,Financial Exigency,Financial Problems,Instructional Materials,Books,Teaching Methods,Writing Assignments,Prompting,Discussion (Teaching Technique),Supplementary Reading Materials,Student Attitudes,Educational Benefits

The 2007-2009 financial crisis was such a momentous time that entire business courses could be devoted to its study. While some schools may undertake that task, this paper discusses ways in which students may learn about the crisis as part of an established course in economics or finance departments. Popular press books are highlighted, and writing prompts and discussion questions are shared. The paper focuses on the response by two key public institutions: the Federal Reserve and the Treasury. Results from a student survey provide evidence of value from the use of such books.
Diary Insights of an EFL Reading Teacher (Apreciaciones de un profesor de lectura en lengua inglesa escritas en un diario de clase)
Author: Lopera Medina, Sergio
Date: 2013-10-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Diaries,Reading Teachers,Reading Instruction,Teaching Methods,Case Studies,Reading Improvement,Questionnaires,Focus Groups,Observation,Reading Strategies,Reading Motivation,Grounded Theory,Foreign Countries,College Faculty,Legal Education (Professions),College Students,Reading Comprehension,Self Evaluation (Individuals)

It is often argued that classroom diaries are subjective. This article explores the diary insights of a foreign language reading teacher. The inquiry was based on the following research question: What do the diary insights really evidence about the teaching practices of a foreign language reading teacher? As a research method, a case study was implemented. Five instruments were used to collect data: diary of the teacher, observations, questionnaires, tests, and focus groups. Given that motivation, interaction, reading improvement, and the application of reading strategies were supported by the research instruments, it would seem that a diary can be objective.
Motivation Conditions in a Foreign Language Reading Comprehension Course Offering Both a Web-Based Modality and a Face-to-Face Modality (Las condiciones de motivación en un curso de comprensión de lectura en lengua extranjera (LE) ofrecido tanto en la modalidad presencial como en la modalidad a distancia en la web)
Author: Lopera Medina, Sergio
Date: 2014-04-00
Type: Journal Articles
Subjects: Reading Comprehension,Web Based Instruction,Case Studies,Comparative Analysis,Conventional Instruction,Graduate Students,Student Motivation,Second Language Instruction,Reading Instruction,English (Second Language),Teacher Behavior,Recognition (Achievement),Self Esteem,Classroom Environment,Goal Orientation,Personal Autonomy,Group Unity,Questionnaires,Observation,Focus Groups,Interviews,Foreign Countries

Motivation plays an important in role in education. Based on the ten macro-strategies proposed by Dörnyei and Csizér (1998), this article analyzes the motivation conditions in a foreign language reading comprehension course using both a web-based modality and a face-to-face modality. A case study was implemented as the primary research method, and five instruments were used to gather data: observations, a teacher's diary, focus groups, questionnaires, and in-depth interviews. The use of teaching aids, mastery gains in reading, proper presentation of tasks, and lack of humor were among the similarities found in the courses. In contrast, constant motivation, technical support, interactions among students, anxiety, and a high number of exercises constituted some of the differences between the modalities.
An Exploration of EFL Teachers' Awareness of the Sources of Pedagogical Knowledge in a Teacher Education Program (Una exploración del nivel de conciencia de docentes de inglés como lengua extranjera respecto a las fuentes del conocimiento pedagógico en un programa de formación de docentes)
Author: Macías, Diego Fernando
Date: 2013-10-00
Type: Journal Articles
Subjects: Language Teachers,Knowledge Level,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Experience,Pedagogical Content Knowledge,Teacher Education Programs,Novices,Qualitative Research,Semi Structured Interviews,Teacher Attitudes,Teacher Educators,College Faculty,Beginning Teachers

This project set out to investigate the extent to which the sources of English as a foreign language teachers' pedagogical knowledge are acknowledged and addressed in a teacher education program in a public university in Colombia. It involved the participation of teacher educators and novice teachers as well as the analysis of documents. This research followed a qualitative design with an interpretive approach to inquiry, and the data used were semi-structured interviews and official documents. The results indicate that while most of the teacher educators appeared to be aware of the many sources of teachers' pedagogical knowledge, novice teachers emphasized their initial teacher education and teaching experience as the only sources of their pedagogical knowledge.
Pedagogical Factors That Influence EFL Teaching: Some Considerations for Teachers' Professional Development (Factores pedagógicos que influyen en la enseñanza del inglés como lengua extranjera: algunas consideraciones para el desarrollo profesional de docentes)
Author: Abad, José Vicente
Date: 2013-04-00
Type: Journal Articles
Subjects: Qualitative Research,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Faculty Development,Teacher Attitudes,Communicative Competence (Languages),Educational Quality,Self Concept,Teacher Role,Native Language,Interlanguage,Language Attitudes,Teacher Education,Language Teachers,Spanish,Transfer of Training,Sentence Structure,Pronunciation,Semi Structured Interviews

In this article we present the results of a qualitative research study on the pedagogical factors that influence English teaching in four public schools of Medellín, Colombia. Twelve teachers were interviewed regarding three linguistic principles: communicative competence, native language effect, and interlanguage. The data analysis led to the identification of various factors, such as teachers' linguistic ego, view of their teaching role, and attitude towards English, which shape English teaching and are tied to teachers' education. It was concluded that teachers' professional development must tap into these factors so teachers can effectively revise their beliefs and adjust their practices to ensure a high quality in their teaching.
Analyzing the Effect of Technology-Based Intervention in Language Laboratory to Improve Listening Skills of First Year Engineering Students (El uso de la tecnología en el laboratorio de idiomas para el mejoramiento de las habilidades de escucha de estudiantes de ingeniería de primer año)
Author: Pasupathi, Madhumathi
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Language Laboratories,College Freshmen,Engineering Education,Technology Uses in Education,Intervention,Listening Skills,English (Second Language),Student Attitudes,Web Sites,Anxiety,Instructional Effectiveness

First year students pursuing engineering education face problems with their listening skills. Most of the Indian schools use a bilingual method for teaching subjects from primary school through high school. Nonetheless, students entering university education develop anxiety in listening to classroom lectures in English. This article reports an exploratory study that aimed to find out whether the listening competences of students improved when technology was deployed in language laboratory. It also investigated the opinions of the students about using teacher-suggested websites for acquiring listening skills. The results of the study indicated that the use of technology in a language laboratory for training students in listening competences had reduced the anxiety of the students when listening to English. Further, there was a significant improvement on the part of students in acquiring listening skills through technology-based intervention.
Selective Use of the Mother Tongue to Enhance Students' English Learning Processes…Beyond the Same Assumptions (Uso selectivo de la lengua materna para mejorar el proceso de aprendizaje del inglés de los estudiantes…Más allá de las mismas suposiciones)
Author: Cuartas Alvarez, Luis Fernando
Date: 2014-04-00
Type: Journal Articles
Subjects: Native Language,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Action Research,Learning Processes,Females,Single Sex Schools,Foreign Countries,Student Attitudes,Questionnaires,Focus Groups,Language Role,Instructional Effectiveness,Learning Motivation,Affective Behavior,Language Usage,Spanish,Secondary School Students,Qualitative Research,Statistical Analysis,Structured Interviews,Semi Structured Interviews

This article reports the results of an action-research project that examines enhancing students' English learning processes through the selective use of their mother tongues with the aim of overcoming their reluctant attitudes toward learning English in the classroom. This study involves forty ninth-graders from an all-girls public school in Medellin, Colombia. The data gathered included field notes, questionnaires, and participants' focus group interviews. The findings show that the mother tongue plays an important role in students' English learning processes by fostering students' affective, motivational, cognitive, and attitudinal aspects. Thus, the mother tongue serves as the foothold for further advances in learning English when used selectively.
Beliefs of Chilean University English Teachers: Uncovering Their Role in the Teaching and Learning Process (Creencias de profesores universitarios de inglés: descubriendo su papel en el proceso de enseñanza y aprendizaje)
Author: Díaz Larenas, Claudio
Date: 2013-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Research,Beliefs,Foreign Countries,College Faculty,Teacher Education Programs,Teacher Role,Qualitative Research,English (Second Language),Second Language Learning,Diaries,Semantics,Content Analysis,Second Language Instruction,Language Teachers,Learning Processes,Teaching Methods,Learning Strategies,Teacher Evaluation,Semi Structured Interviews

Beliefs continue to be an important source to get to know teachers' thinking processes and pedagogical decisions. Research in teachers' beliefs has traditionally come from English-speaking contexts; however, a great deal of scientific work has been written lately in Brazil, Mexico, Colombia, and Argentina. This study elicits 30 Chilean university teachers' beliefs about their own role in the teaching and learning of English in university environments. Through a qualitative research design, the data collected from interviews and journals were analyzed, triangulated, and categorized based on semantic content analysis. Results of the study indicate that university teachers reveal challenging and complex views about what it is like to teach English as a foreign language in a university context in Chile. The article concludes with a call to reflect on the importance of beliefs unravelling in teacher education programmes.
Diversity and Educational Challenges in Oslo and Los Angeles--A Metropolitan Perspective nr 2
Author: Özerk, Kamil
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Metropolitan Areas,Immigrants,Language Minorities,Public Schools,Urban Schools,Politics of Education,Educational Policy,Undocumented Immigrants,Second Language Learning,Norwegian,Equal Education,Underachievement

Receiving, accommodation and education of children with immigrant background is one of the challenging issues in almost all the metropolitan areas in many countries. In our study we are exploring the impact of demographic changes on political agendas, legal frames, educational approaches, research findings and student achievement in the field of education of linguistic minorities in Oslo, Norway and Los Angeles, USA. Although there are significant historical and socio economical differences between Los Angeles and Oslo, many of the educational challenges facing the educational policy makers and the linguistic minority students are quite similar.
The Impact of a Professional Development Program on English Language Teachers' Classroom Performance (El impacto de un programa de desarrollo profesional en el desempeño en clase de profesores de lengua inglesa)
Author: Giraldo, Frank
Date: 2014-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Semi Structured Interviews,Observation,Foreign Countries,Faculty Development,Language Teachers,Program Effectiveness,Questionnaires,Teacher Effectiveness,Institutes (Training Programs),Researchers,Reflective Teaching,College Faculty,College Students,Grounded Theory,Action Research

This article reports the findings of an action research study on a professional development program and its impact on the classroom performance of in-service English teachers who worked at a language institute of a Colombian state university. Questionnaires, semi-structured interviews, class observations, and a researcher's journal were used as data collection instruments. Findings suggest that these in- service teachers improved their classroom performance as their teaching became more communicative, organized, attentive to students' needs, and principled. In addition, theory, practice, reflection, and the role of the tutor combined effectively to help the in-service teachers improve classroom performance. It was concluded that these programs must be based on teachers' philosophies and needs and effectively articulate theory, practice, experience, and reflection.
Pre-Service Teachers' Beliefs about Language Teaching and Learning: A Longitudinal Study (Creencias de profesores principiantes acerca de la enseñanza y aprendizaje de lengua: un estudio longitudinal)
Author: Cota Grijalva, Sofía D.
Date: 2013-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Language of Instruction,Foreign Countries,Longitudinal Studies,Attitude Change,Educational Practices,Questionnaires,Language Attitudes,Semi Structured Interviews,Education Courses,Mixed Methods Research

This paper contains the description of a research project that was carried out in the Bachelor of Arts in English Language Teaching program at a Mexican university. The study was longitudinal and it tracked fourteen students for four semesters of the eight semester program. The aim was to identify pre-service teachers' beliefs about English language teaching and learning at different stages of instruction while they were taking the teaching practice courses in the program. The instruments employed were questionnaires and semi-structured interviews. The results demonstrated that students made links between theory and practice creating some changes in previous beliefs. The study revealed an increase of awareness and a better understanding of the complex processes involved in teaching and learning.
The Impact of Different Types of Journaling Techniques on EFL Learners' Self-Efficacy (El impacto de diferentes tipos de diario en la autosuficiencia de estudiantes de inglés como lengua extranjera)
Author: Baleghizadeh, Sasan
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Journal Writing,Student Journals,Self Efficacy,Feedback (Response),Teaching Methods,Teacher Student Relationship,Statistical Analysis,Peer Relationship,Reflection,Control Groups,Student Attitudes,Instructional Materials,Outcomes of Education

This article reports on an investigation of the impact of different methods of journaling on self-efficacy of learners of English as a foreign language. Sixty upper-intermediate Iranian English language learners were randomly assigned to three experimental conditions, namely no-feedback, teacher-feedback, and peer-feedback, and one control group--no-journal condition. The no-feedback condition learners kept reflective journals but could not share their reflective notes with other learners or their teacher, while the teacher-feedback condition learners used collaborative reflective journals with their teacher. The peer-feedback condition learners shared collaborative reflective journals with their peers, and the no-journal condition learners did not use reflective journals throughout the treatment period. An analysis of variance showed that the students with the two feedback conditions seemed to have gained a higher self-efficacy at the end of the treatment period.