ethanporcaro/eric-fulltext-meta huggingface dataset:
Pronunciation and Independent Work: Embedding Pronunciation into Academic English Skill Classes
Author: Danchenko, Nonna
Date: 2011-07-00
Type: Journal Articles
Subjects: English for Academic Purposes,Student Motivation,Metacognition,Pronunciation,Second Language Learning,Second Language Instruction,Notetaking,Listening Skills,Reading Skills,Teaching Methods,International Education,Foreign Students,Foreign Countries,Questionnaires,Student Attitudes,Higher Education

This paper describes an experiment carried out at International Pacific College (IPC) as part of an EAP (English for Academic Purposes) paper taught in year one of the BA programme. The trial was aimed at instilling students with the motivation to self-monitor their pronunciation, attempting to raise it to an internationally acceptable level of intelligibility. In this experiment, the students were encouraged to take responsibility for progress and competency within both reading and pronunciation. A fundamental part of the process was embedding pronunciation into as many academic skills as possible, including reading, listening, and note taking.
A Narrative Inquiry into Pre-Service English Teachers' Temporal Investments in Their Initial Education Curriculum
Author: Sarasa, María Cristina
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Professional Identity,Undergraduate Students,Personal Narratives,Self Concept,Student Attitudes,Teacher Education Curriculum,Foreign Countries,Qualitative Research

This paper originates from a narrative inquiry into English teachers' identity carried out with 24 undergraduates at an Argentinean university English as an international language teacher education program. Grounded in a narrative conceptualization of identity, this enquiry gathered participants' storied field texts that were analyzed narratively. This paper explores how students' narratives disclosed the exercise of their agency concerning the program's curriculum by deciding how and when (not) to invest, reinvest, or divest their personal time in scheduled courses. We problematize these categories originating in undergraduates' narratives, connecting them to literature in the field of curriculum. The conclusion suggests the implications these situated findings entail for English as an international language teacher education curriculum and research.
ESL Teacher and ICT: Teachers' Perception
Author: Lin, Chua Pei
Date: 2012-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Information Technology,Technology Integration,Secondary School Teachers,Foreign Countries,Positive Attitudes,Semi Structured Interviews,Qualitative Research

The rapid development of Information Communication and Technologies (ICTs) has made tremendous changes in the twenty-first century. ICT is said to bring a variety of benefits in facilitating the teaching and learning process. Therefore, ICT has been the emphasis in school and higher institutions of education nowadays. However, to integrate ICT in education is not problem free, problems are faced by the teachers. This paper aims to investigate the ESL teachers' perception toward the use of ICT in KT, Malaysia. Data were collected via interviews with four Form 4 English teachers in a secondary school in Kuala Terengganu. Findings show teachers have a positive perception towards the use of ICT. However, teachers claimed they face challenges in using ICT especially due to insufficient facilities.
Word Spelling Assessment Using ICT: The Effect of Presentation Modality
Author: Sarris, Menelaos
Date: 2010-00-00
Type: Journal Articles
Subjects: Spelling,Computer Assisted Testing,Computer Interfaces,Elementary School Students,Greek,Spelling Instruction,Reaction Time,Factor Analysis,Statistical Analysis

Up-to-date spelling process was assessed using typical spelling-to-dictation tasks, where children's performance was evaluated mainly in terms of spelling error scores. In the present work a simple graphical computer interface is reported, aiming to investigate the effects of input modality (e.g. visual and verbal) in word spelling. The software was constructed with the view to measuring both spelling error and production time scores. The main purpose was to not only to examine spelling strategies used by primary school children, but also to provide educators with a useful tool that incorporates ICT technology. Within this framework, teachers could exploit the benefits of computerised spelling assessment and adjust their teaching methods towards a more effective approach of helping children master spelling skills. The results indicate that the presentation format has no impact on accessing abstract word representations, yet it accounts for variations in both time production scores and spelling errors. Spelling in Greek, albeit being a relatively consistent orthographic writing system, seems to pose difficulties to young spellers. Our data suggest that the particularities of the Greek orthography may need to be tackled using other than the standard spelling-to-dictation task used in primary schools. Computer-assisted teaching methods could exploit their flexibility in presenting different input modalities and therefore serve as a useful tool in teaching spelling.
A Corpus-Based Study on Asian Learners' Use of English Linking Adverbials
Author: Ishikawa, Shin'ichiro
Date: 2010-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Form Classes (Languages),English (Second Language),Second Language Learning,Language Usage,Asians,Applied Linguistics,Native Speakers,Connected Discourse,Essays,Writing (Composition),Contrastive Linguistics,Japanese,Chinese,Language Proficiency,Statistical Analysis,Persuasive Discourse

ICT influences various phases of language studies and education. Its application for applied linguistics has been mainly attempted in the field of corpus linguistics, which describes how native speakers (NS) use the language and how its use by non-native speakers (NNS) deviates from the NS norm. In the current study, we focused on the English linking adverbials (LA), which plays an important role in the logical cohesion of a text. By analyzing a newly-compiled international learner corpus to compare LA uses by English NS and Asian NNS, including Japanese learners of English (JLE) and their Chinese counterparts (CLE), we obtained several noteworthy findings. First, the gap between NS and Asian NNS is rather limited in terms of the quantity of LA used in essay writing. Second, Asian NNS tend to overuse addictive types of LA. Third, Asian NNS overuse LA items concerning the introduction of additional information and intensification of meaning, while underusing LA items concerning the introduction of parallel information and sequential introduction of information. Finally, JLE, CLE, and NS use major LA items in their own ways, which are hardly influenced by L2 proficiency.
A New Parallel Corpus Approach to Japanese Learners' English, Using Their Corrected Essays
Author: Miki, Nozomi
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Essays,Second Language Instruction,Teaching Methods,Persuasive Discourse,Writing Assignments,Native Speakers,College Students,Language Usage

This research introduces unique parallel corpora to uncover linguistic behaviors in L2 argumentative writing in the exact correspondence to their appropriate forms provided by English native speakers (NSs). The current paper targets at the mysterious behavior of I think in argumentative prose. I think is regarded as arguably problematic and controversial in L2 writing community; the overuse of this marker underscores the points, confusing logical development, while the rubric of argumentative writing tests such as TOELF and IELTS requires test-takers to write their personal views. Actually, I think is favoured as a booster in academic writing of particular disciplines. Our approach resolves this, investigating how I think was used in Japanese students' writing and corrected by NSs, specifically, how I think was deleted or kept by NSs. This is a promising method and immediately applicable to classroom teaching, where university students can receive feedback from our unique parallel corpora.
A Virtual World for Collaboration: The AETZone
Author: Cheney, Amelia W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Computer Simulation,Communities of Practice,Educational Environment,Virtual Classrooms,Graduate Students,Student Satisfaction,Teacher Attitudes,Usability,Interpersonal Communication,Learning Activities,Learning Experience,Student Surveys,Teacher Surveys,Interaction

Participation in learning communities, and the construction of knowledge in communities of practice, are important considerations in the use of 3D immersive worlds. This article describes the creation of this type of learning environment in AETZone, an immersive virtual environment in use within graduate programs at Appalachian State University since 2000. Both student and faculty perceptions of elements such as presence, co-presence, and the forging of active community are presented, along with examples of formal and informal activities which serve as the base for teaching and learning in the Zone.
Students' Interest and Experiences in Physics and Chemistry Related Themes: Reflections Based on a ROSE-Survey in Finland
Author: Lavonen, Jari
Date: 2008-00-00
Type: Journal Articles
Subjects: Physics,Chemistry,Foreign Countries,Student Interests,Student Experience,Secondary School Students,Student Surveys,Gender Differences,Recreational Activities,Science Activities,Computer Use,Correlation,Science Interests,Statistical Analysis

Interest in physics and chemistry topics and out-of-school experiences of Finnish secondary school students (n = 3626, median age 15) were surveyed using the international ROSE questionnaire. Based on explorative factor analysis the scores of six out-of-school experience factors (indicating how often students had done something outside of school) and eight topic factors (indicating how interested students were in learning about something) were studied. The students had a lot of out-of-school experiences in simple measuring and observing and in ICT use, but they had few science and technology related hobbies and activities or experiences of camping. Several gender differences were found. &quot;Observing natural phenomena and collecting objects&quot; was the most important factor correlating with the topic factors. Factors measuring experiences of ICT use and the use of mechanical tools had the lowest correlations with the topic factors. Based on the results, the implications for science education will be discussed.
The Use of Epistemic Markers as a Means of Hedging and Boosting in the Discourse of L1 and L2 Speakers of Modern Greek: A Corpus-Based Study in Informal Letter-Writing
Author: Efstathiadi, Lia
Date: 2010-00-00
Type: Journal Articles
Subjects: Semantics,Greek,Statistical Analysis,Letters (Correspondence),Second Language Learning,Native Speakers,Qualitative Research,Epistemology,Comparative Analysis,Hypothesis Testing,Grammar,Verbs,Adults,College Students,Writing Assignments,Language Usage,Foreign Countries

The paper investigates the semantic area of Epistemic Modality in Modern Greek, by means of a corpus-based research. A comparative, quantitative study was performed between written corpora (informal letter-writing) of non-native informants with various language backgrounds and Greek native speakers. A number of epistemic markers were selected for further qualitative investigation on the grounds of their high frequency. The qualitative study revealed the ways epistemic markers (grammatical and lexical) are used in order to express the speaker's stance while they perform a number of discourse-pragmatic functions without violating the societal norms of politeness. The present study made use of the literature on Epistemic Modality, the face-management theory of politeness and the interpersonal metadiscoursal features known as hedges and boosters.
Misconceptions on Classical Mechanics by Freshman University Students: A Case Study in a Physics Department in Greece
Author: Stylos, George
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Mechanics (Physics),Misconceptions,Case Studies,Fundamental Concepts,College Science

This paper presents results of an empirical research study on Newton's laws classical mechanics and its perceptions on freshman students at the Physics Department, University of Ioannina, Greece. Results and outcome measures reveal misconceptions on students' perceptions in consideration of the fundamental concepts in freshman Physics education. The findings showed that the students continue to have the same misconceptions on concepts, such as the students of the high school. The research indicates that the students' misconceptions remain largely throughout secondary education, which is a proof that there is no effort, where a appropriate for conceptual change, according to the constructive model of learning and teaching physics. The objective intended to be reached in this communication is to provide an exchange forum of ideas that would help instructors originate the cause, and subsequently avoid misconceptions in freshman Physics education.
Effects of Computer Skill on Mouse Move and Click Performance
Author: Panagiotakopoulos, Chris
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Literacy,Computer Uses in Education,Computer Peripherals,Efficiency,Age Differences,Reaction Time,Elementary School Students,High School Students,College Students,Elementary School Teachers,Statistical Analysis

This study focuses on the use of computers in the field of education. It reports a series of experimental mouse move and click tasks on constant and moving stimuli. These experiments attempt to explore the efficiency with which individuals of different skill level and age group perform using a mouse. Differences in performance between high-skill and low-skill computer users on low-level mouse operations tasks are examined. Four experiments are employed, using special software, in an effort to tackle the practical issue of mouse use and its constraints for both adults and younger users. Results showed within-subjects variation in performance on mouse operation tasks. Performance differences among groups were also observed.
A Corpus-Based Study on Images of Family Members
Author: Ishikawa, Yuka
Date: 2010-00-00
Type: Journal Articles
Subjects: Japanese,Internet,Linguistics,Information Technology,Social Influences,Information Management,Sociolinguistics,Semantics,Word Frequency,Word Order,Verbs,Nouns,Persuasive Discourse,Essays,English

Innovative computer technology has sparked a revolutionary change in the area of language analysis. Individual researchers are increasingly likely to access huge corpora containing several hundred million words and to analyze the data using highly developed language analyzers via the Internet. Sketch Engine is one of such online language analyzers, which regards the Internet as a data source for linguistic studies. The online system allows us to analyze a wide range of Japanese texts with more than 400 million words, as well as texts in other languages. In this paper, we will examine the use of the words for family members in Japanese texts and reveal images of each member role hidden in the same.
The Investigation of the Effectiveness of the Criteria for the Construction of a Physics Text for Students with Dyslexia: The Case of the Electric Current
Author: Papalexopoulos, Panagiotis F.
Date: 2008-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Dyslexia,Teaching Methods,Energy,Scientific Concepts,Program Effectiveness,Writing (Composition),Criteria,Foreign Countries,Writing Assignments,Concept Formation,Reading,Textbooks,Grade 11,High School Students

In this paper we studied the effectiveness of the writing criteria that are proposed to be applied during the construction of physics texts so that students with dyslexia do not confront reading difficulties with them. The effectiveness of the criteria has been assessed by the accomplishment of an investigation among students with and without dyslexia. A physics text that was constructed according to the writing criteria and referred to the concept of the electric current was given to read by all students. Twenty two (22) questions were used in order to assign the recognition of the physical phenomena, the physical quantities, the relations between the physical quantities and the units of measurement by all the students. The results of the investigation showed that the writing criteria helped the students with dyslexia not to have difficulties with the physics text about the &quot;electric current&quot;. The only area that students with dyslexia had some difficulties compared to the students without dyslexia was the recognition of the units of measurement.
The Visions and Challenges of ICT for Collaborative Learning: A Review of the Literature
Author: Piki, Andriani
Date: 2008-00-00
Type: Journal Articles
Subjects: Information Technology,Cooperative Learning,Literature Reviews,Technology Uses in Education,Computer Assisted Instruction,Theory Practice Relationship,Interdisciplinary Approach,Research Needs,Holistic Approach,Research Methodology,Educational Benefits,Sociology,Anthropology,Business Administration Education,Information Systems,Psychology

This report synthesises prominent issues found in the literature related to the use of Information and Communication Technologies (ICTs) in collaborative learning. It evaluates the most widely employed methodological approaches and reviews the most influential disciplines in the area of Computer-Supported Collaborative Learning (CSCL). The purpose of this evaluation is to identify gaps as well as opportunities in current research efforts to guide further investigation into the nature, theory and practice of CSCL. It is argued that there is a genuine need for cross-disciplinary research and a holistic methodological approach which will allow researchers to study technology-enhanced collaborative learning from multiple perspectives. Such an approach should incorporate social, cognitive and technological perspectives towards understanding real--as opposed to experimental--pedagogical contexts. This can help forward-thinking researches, educators, and designers find innovative solutions and practical ideas for addressing the challenges and capitalising the visions of ICT in education.
The Effect of Two Types of Feedback on Iranian EFL Learners' Tense-Marker Production
Author: Tari, Somayeh Kazemi
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Second Language Learning,Grammar,Accuracy,English (Second Language),Pretests Posttests,Instructional Effectiveness,Experimental Groups,Control Groups,Speech Communication,Delivery Systems

Although many researchers have worked on the role of feedback in immersion programs on second language learners' production, still little is known about the role of different types of immediate feedback on the grammatical accuracy of learners' production. When, where and with who different types of immediate feedback such as prompts and recasts and their different subcategories might be appropriate? The purpose of the present research was to know which types of immediate oral feedback could better help Iranian EFL learners to produce the correct form of the tense markers of their target language--English. One of the primary objectives of the present study was to examine the effects of two types of oral feedback--namely explicit correction and implicit or-choice feedback--on Iranian EFL learners' production of different tense markers in English. The results were in favor of explicit correction over implicit or-choice feedback in helping learners to produce correct grammatical tense markers.
The Future of Virtual Reality in Education: A Future Oriented Meta Analysis of the Literature
Author: Passig, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Meta Analysis,Literature Reviews,Computer Simulation,Educational Trends,Predictive Validity,Research Methodology,Research Problems,Design Requirements,Accessibility (for Disabled),Educational Technology,Multimedia Materials,Educational Change,Technology Uses in Education,Assistive Technology

Many have elaborated on the potential of virtual reality (VR) in learning. This article attempts at organizing the literature in this issue in order to better identify indicators that can account for future valid trends, and seeks to bring to attention how authors who wrote about the future of VR in education confused futures' terms and produced excessive expectations about its applicability in learning. The majority of writers missed the difference between &quot;probable&quot; trends and &quot;possible&quot; trends as well as between &quot;wild&quot; and &quot;preferable&quot; scenarios. Therefore, the aim of this article is twofold: a. to clarify the difference between these future approaches; and b. to develop a valid forecast of a &quot;wild future&quot; for VR in education. It seems that VR could suggest a wild paradigm in learning. The wild turnabout identifies the potential of VR not as an accessory to learning but as an IQ and cognitive booster.
The English Monolingual Dictionary: Its Use among Second Year Students of University Technology of Malaysia, International Campus, Kuala Lumpur
Author: Manan, Amerrudin Abd.
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Dictionaries,English (Second Language),College Students,Use Studies,Student Attitudes,Study Habits,Knowledge Level,Educational Resources,Questionnaires,Guidelines,Incidence

This research was conducted to seek information on English Monolingual Dictionary (EMD) use among 2nd year students of Universiti Teknologi Malaysia, International Campus, Kuala Lumpur (UTMKL). Specifically, the researchers wish to discover, firstly, the students' habit and attitude in EMD use; secondly, to discover their knowledge with regard to the language learning resources available in EMD; thirdly, to discover their skill in using EMD, and finally, to discover whether there were formal instructions in EMD use when they were studying in their former schools and tertiary education. One hundred and ninety-six students took part in the survey by answering a questionnaire. The results of the study reveal that the respondents were poor users of EMD. They rarely consulted the EMD; their knowledge of the language learning resources in the EMD was limited; most perceived their EMD skill as average, and there was no instruction in EMD when they were at tertiary education and previously when they were at school.
The Effect of Task-Based Activities on EFL Learners' Reading Comprehension
Author: Nahavandi, Naemeh
Date: 2011-01-00
Type: Journal Articles
Subjects: Task Analysis,Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Course Descriptions,Learning Theories,Learning Activities,Grammar,Pretests Posttests,Scores,Statistical Analysis,Foreign Countries,Language Tests

Nowadays, preparing learners to communicate successfully in language classes is of utmost importance. But teachers face a lot of difficulties in teaching English in EFL contexts. One of the major problems is students' unwillingness to take part in reading classes. Reading classes seem boring for students who find no occasion to show their ability and no need to challenge their brain to answer teachers' display questions.