ethanporcaro/eric-fulltext-meta huggingface dataset:
Functionally-Indicated Choice-Making Interventions to Address Academic and Social Behaviors of Adolescent Students with Emotional/Behavioral Disorders (E/BD) in a Residential Facility
Author: Ramsey, Michelle L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Behavior Problems,Antisocial Behavior,Student Behavior,Adolescents,Behavior Disorders,Emotional Disturbances,Residential Programs,Intervention,Behavior Modification,Grade 6,Grade 7,Grade 8,Mathematics Instruction,Program Effectiveness,Positive Behavior Supports,Decision Making,Functional Behavioral Assessment,Middle School Students,Check Lists,Questionnaires,Interviews,Observation,Hypothesis Testing

Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results indicate that choice of task sequence for two of the three participants with avoidance-maintained behaviors exhibited reduced disruptive behaviors and increased task completion and accuracy. Results were mixed for the six participants with access-maintained behavior. The three participants decreased their disruptive behaviors and increased task completion and accuracy. For the other three participants, decreased disruptive behavior and increased task completion and accuracy occurred for the non-functionally indicated avoidance type of choice. Future directions for choice-making interventions are discussed as well as limitations of the present study.
Oral Academic Language by Design: Bilingual Pre-Service Teachers&apos; Purposeful Infusion of Paired Strategies during Science Instruction
Author: Arreguín-Anderson, María G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Preservice Teacher Education,Preservice Teachers,Bilingual Students,Paired Associate Learning,Language Acquisition,Elementary School Science,Field Experience Programs,Curriculum Design,Peer Relationship,Culturally Relevant Education,Oral Language,Learning Strategies,Qualitative Research,Lesson Plans,Transcripts (Written Records),Interviews,Teaching Methods

This study explores ways in which university science courses can be infused with opportunities for pre-service teachers to design student student interactions that promote language development and content mastery. Participants included bilingual pre-service teachers enrolled in an elementary science approaches course and its school-based fieldwork component. Participant reflections reveal a positive response to integrating collaborative learning to develop scientific thinking with young bilingual learners. This research lends additional insight into the directions that teacher preparation programs must take to better serve prospective bilingual teachers and an increasingly culturally and linguistically diverse schoolage population.
Teacher Education: Modes of Communication within Asynchronous and Synchronous Communication Platforms
Author: Madden, Lauren
Date: 2017-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Synchronous Communication,Communication Strategies,Distance Education,Intermode Differences,Online Courses,Science Education,Interaction,Individual Differences,Student Behavior,Teacher Education Programs,Incidence,Educational Technology,Transcripts (Written Records),Graduate Students,Qualitative Research,Statistical Analysis

New tools for teaching with distance education afford students with a variety of modes of communication. This study examined students' interactions during an online science education course. All interactions that took place with Elluminate Chat, Elluminate Voice, and Moodle learning platforms were recorded, transcribed, and analyzed. Interactions were coded according to the target of the interaction, the content, and the type of interaction (comment or question). Results showed that the different modes of interaction provided distinctly different opportunities for communication and served different purposes with the instruction. Furthermore, there were individual differences in students' behaviors across the communication modes. The implications of the study for synchronous and asynchronous distance education of teachers are discussed.
Pre-Service Teachers&apos; Responses to Students&apos; Misbehavior in the Classroom Depend on Students&apos; Ethnicity: A Pilot Study
Author: Glock, Sabine
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Behavior,Behavior Problems,Ethnic Groups,Student Teacher Attitudes,Intervention,Discipline,Social Bias,Likert Scales,Statistical Analysis,Classroom Techniques,Foreign Countries

This study experimentally investigated preservice teachers' responses to student misbehavior according to the ethnic background of the student. Preservice teachers were presented with a verbal description of either an ethnic minority or an ethnic majority student. Afterwards, they were asked to estimate how likely they would be to apply each of 12 intervention strategies ranging from very mild to very harsh interventions. The results showed that preservice teachers consistently applied more strategies, and often harsher ones, in response to ethnic minority students' misbehavior. Results are discussed in terms of the mechanisms that might underlie this ethnic bias among preservice teachers.
Professional Issues in School Counseling and Suicide Prevention
Author: Gallo, Laura L.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counseling,Suicide,Adolescents,At Risk Students,Prevention,Adolescent Development,Coping,Secondary School Students,Mental Disorders,Bullying,Victims,Health Behavior,School Role,Counselor Role,Ethics

Suicide is the second leading cause of death for adolescents and has become a public health concern in the United States. In addition, certain groups of students are more at risk for suicide than others. School counselors have an ethical obligation to protect their students and are in an ideal position to educate students and staff about the risks and warning signs of suicide. Ethical issues such as counselor competence, school responsibility, and community buy in are important considerations for educators. Lastly, implications for practicing school counselors in preventing suicide are provided.
Effect of Inclusion versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon
Author: Awada, Ghada M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Reading Comprehension,English (Second Language),Second Language Learning,Dyslexia,Pretests Posttests,Visual Stimuli,Mnemonics,Technology Uses in Education,Educational Technology,Prediction,Inferences,Questioning Techniques,Teaching Methods,Gender Differences,Institutional Characteristics,Reading Difficulties,Grade 7,Grade 8,Grade 9,Grade 10,Randomized Controlled Trials,Comparative Analysis,Scoring,Statistical Analysis,Age Differences

This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the study which employed a pre-test-post-test control group design to investigate the efficacy of combined strategy instruction consisting of Graphic organizers, Visual displays, Mnemonic illustrations, Computer exercises, Prediction, Inference, Text structure awareness, Main idea identification, Summarization, and Questioning. The study concluded that combined strategy instruction in the field of the inclusion theory is more effective than regular instruction in improving reading comprehension when using narrative texts, but there's no difference, when using expository texts. There was no significant difference neither by gender nor by school types in all the grade levels under study.
Development of Listening and Linguistic Skills through the Use of a Mobile Application
Author: Ramos, Lizeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Listening Skills,Language Skills,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Second Language Instruction,Foreign Countries,Teaching Methods,Comparative Analysis,Language Tests,English (Second Language),Program Effectiveness,Student Surveys,Statistical Analysis,Scores,Computer Oriented Programs

The purpose of this article is to present the results of a research that was developed with eight groups of students of undergraduate programs of the Language Institute at Santiago de Cali University. The research was developed with four groups of students who used a mobile application developed jointly by foreign language professors, a software development professor and systems engineering students, as a support tool for individual practice of English level 1 (Test groups) and an equal number of groups of students who did not use the application (Control groups). No mobile applications already available in the market were used because none of them fit the sequence of topics that the course develops along the semester, thus, it was necessary to design an application tailored to the different themes, grammar and vocabulary requirements that were developed by the students. In both cases, a written test was performed at the beginning and end of the course in order to establish the benefit that the application could offer to the students in the test groups. The results indicate that the frequent use of the mobile application might have a positive impact on the development of both listening and linguistic competencies of English.
An Investigation into Saudi Students&apos; Knowledge of and Attitudes towards E-Resources on BBC Learning English
Author: Alzahrani, Khalid Saleh
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Student Attitudes,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Questionnaires,Age Differences,Gender Differences,Statistical Analysis,Correlation,College Students,Likert Scales,Hypothesis Testing

The BBC Learning English website has become an important method of learning and studying English as a second language, a resource that enhances the importance of e-learning. The aim of the current research is to find Saudi students' knowledge of and attitude towards e-resources on BBC Learning English. The sample size was 28 participants (17 male and 11 female participants). The knowledge and attitude were assessed based on scales (from a questionnaire) and their outcomes were correlated with each other; the effect of gender, age and reason for learning were also assessed in relation to the knowledge and attitude variables. Using appropriate statistical tests it was found that there is a significant positive relationship between the knowledge of e-resources and the attitude towards them on BBC Learning English. Gender was not found to have an effect on the attitude scale; however age appeared to have a significant effect on the knowledge variable. The reason for learning English was not found to have an effect on the knowledge of e-resources.
English for Tourism and Hospitality Purposes (ETP)
Author: Zahedpisheh, Nahid
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,English for Special Purposes,Tourism,Hospitality Occupations,Language Proficiency,Curriculum Development,Vocabulary Development,Cognitive Style,Higher Education

The quick development of the tourism and hospitality industry can straightly influence the English language which is the most widely used and spoken language in international tourism in the twenty-first century. English for tourism has a major role in the delivery of quality service. Employees who work in the tourism and hospitality industry are entirely and highly aware of its importance and they need to have a good command of English in their workplace. English for tourism and hospitality has been categorized under English for the specific purpose (ESP). It is an important and dynamic area of specialization within the field of English language teaching and learning. The necessity of teaching English for professional purposes and specifically in the area of tourism is irrefutable. Language proficiency is very important and essential in all professional fields specifically in the tourism and hospitality industry due to its specific nature and concepts. Thus, it is required that the educators understand the practical applications of this approach. This paper aims to provide an overview of the purpose of teaching ESP (English for Specific Purposes) and ETP (English for Tourism Purposes) to the learners and users. In addition, characteristic features of ESP and ETP concerning course development, curriculum planning, learning style, material development, English efficiency, types of activities and evaluation are outlined. Determining the ESP concepts and elements provides specific English instruction that could help the learners be well-prepared for meeting their workplace requirements.
English as a Foreign Language Learners&apos; Major and Meta-Cognitive Reading Strategy Use at Al-Balqa Applied University
Author: Abu-Snoubar, Tamador Khalaf
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,College Students,Second Language Instruction,Student Surveys,Reading Strategies,Problem Solving,Global Approach,Statistical Analysis,Humanities,Sciences,Majors (Students),Metacognition

This quantitative study aimed to investigate and compare the use of metacognitive reading Strategies among English as a foreign language students at Al-Balqa Applied University based on their academic field of study. The Survey of Reading Strategies (SORS) (Mokhtari &amp; Sheory, 2002) was the instrument employed. This survey divides the strategies into three categories: global, problem solving and support strategies. The 86 participants are enrolled in different academic fields of study and were classified into two groups: students of the faculties of humanities (39 = 45.3%) and scientific faculties students (47 = 54.7%). The participants proved to be high users of the overall strategies (M = 3.6023, S.D. = 1.3189) and they employed the strategies in the following order: problem solving, support and global. No statistically significant changes were found between the two groups concerning at the significance level of 0.05. The most employed strategy by the humanities students was the support strategy &quot;I go back and forth in the text to find relationships among ideas in it&quot; (M = 4.5385, S.D. = 0.83661). The scientific faculties students top ranked strategy was problem solving &quot;I read slowly and carefully to make sure I understand what I am reading&quot; (M = 4.2128, S.D. = 0.8831). The finding obtained would help EFL curricula planners and teachers to deepen their understanding of the learners' reading procedures.
Effects of Illustration Types on the English Reading Performance of Senior High School Students with Different Cognitive Styles
Author: Luo, Yang
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Cognitive Style,Illustrations,English (Second Language),Second Language Instruction,Reading Assignments,Correlation,Reading Skills,Visual Stimuli,Textbooks,Foreign Countries,Newspapers,College Students,Statistical Analysis

Illustration is always used as an example to make the written text or the utterance more clear in general. In Winarski's opinion (1997), one picture equals thousands of words. That is to say, illustrations are capable to express the meaning of unfamiliar language or a great deal of information in the reading material by vivid pictures, tables, drawings, paintings and so on. As a result, illustrations are applied to many different fields including English language teaching. Based upon Song's 3 types of illustration classification (2005), decorational illustrations, explainable illustrations and promotive illustrations, this paper tries to investigate the effects of illustrations on the reading performance of senior high school students with different cognitive styles (field-dependence, field-mix and field-independence) in the process of English reading. The result shows that: (1) There is a significant correlation between illustration types and reading performance in terms of field-dependent students. The coefficient of explainable illustration to reading peformance is the highest, while the lowest coefficient is decorational illustration. (2) As for field-mixed participants, their reading performance is also closely associated with illustrations. However, the coefficients are lower than that of field-dependent participants. Decorational illustration has no obvious relation to reading performance. Explainable illustration also reaches the highest coefficient, and it can better improve student reading score than promotive illustration. (3) Speaking of field-independent students, no correlation has been found between decorational, promotive illustration and reading performance. However, there exists a significant correlation between explainable illustration and reading performance for field-independent participants.
Project Based-Content Language Integrated Learning (CLIL) at Mathematics Department Universitas Lampung
Author: Yufrizal, Hery
Date: 2017-00-00
Type: Journal Articles
Subjects: Integrated Activities,Active Learning,Student Projects,College Mathematics,Statistical Analysis,Oral Language,Qualitative Research,Language Proficiency,English (Second Language),Content Area Reading,Content Area Writing,Pretests Posttests,Quasiexperimental Design,Competency Based Education,Performance Based Assessment,Observation,Student Attitudes,Learning Activities,Questionnaires,Teaching Methods,Foreign Countries

This article aims at exploring whether project based content language integrated learning (CLIL) has a significant effect on the oral capability of students of science department of the University of Lampung. The number of students involved in this study was 88 students. Quantitative data was obtained from the value of students' English proficiency before and after CLIL model application. While the qualitative data was obtained from the output of language produced by students during the learning process took place. The results showed that project based CLIL English language course in Mathematics study program the faculty of teaching and education, the University of Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students' responses to all activities.
On the Principles of English Teaching Reform in Higher Vocational Colleges Based on &quot;The Basic Requirements of English Curriculum Teaching in Higher Vocational Colleges&quot;
Author: Liu, Huijun
Date: 2017-00-00
Type: Journal Articles
Subjects: English Curriculum,English Instruction,Higher Education,Educational Change,Vocational Schools,Educational Principles,Guidelines,Educational Practices,Foreign Countries

English teaching reform is critical for the cultivation of skilled talents and the development of national economy. The paper attempts to analyze the guidance principles of English teaching reform in the higher vocational colleges underlying &quot;The Basic Requirements of English Curriculum Teaching in Higher Vocational Colleges&quot;, promulgated by Ministry of Education of China in 2000. Specifically, the principles should be characterized by modularization, individualization, collaboration, and hypertextualization.
Online Corpus Tools in Scholarly Writing: A Case of EFL Postgraduate Student
Author: Kotamjani, Sedigheh Shakib
Date: 2017-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Teaching Methods,Graduate Students,Writing (Composition),Academic Discourse,Majors (Students),Phrase Structure,Diaries,Metalinguistics,Research Papers (Students),Proofreading,Editing,Second Language Instruction,Writing Instruction,Qualitative Research,Case Studies,Recall (Psychology),Computer Simulation

Some studies have reported the positive outcome of using concordancers and dictionaries in (ESL) context. This study aims to examine how an EFL writer consulted with concordancers and dictionaries along with Google and Google Scholar when engaging in academic writing at university level. The researcher investigated a non-English-major postgraduate student corpus consultation over five months. The researcher provided a toolkit including corpus tools; concordancers, collocation dictionaries, thesaurus, Google, in combination with traditional reference resources such as monolingual and bilingual online dictionaries. The participant received a three-session training to consult with different resources while writing research paper. Real-time data, stimulated recall interview, participants' writing and query logs served as the main sources of data. Results showed that the participant was aware of the applicability of each corpus tool. He could successfully solve 604 linguistic problems, and promoted his linguistic awareness. It is implied that corpus tools have the potential to assist EFL writers in proofreading and editing the surface levels of their writing.
To Investigate ESL Students&apos; Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study
Author: Hong, Yee Chee
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Proficiency,Student Motivation,Qualitative Research,Case Studies,Focus Groups,Secondary School Students,Vocabulary Development,Grammar,Barriers,Speech Skills,Writing Skills

Malaysians have long realised the importance of being competent in English as one of the success factors in attaining their future goals. However, English is taught as a second language in Malaysia, and it is not easy to teach under such a foreign context, because authentic input may not exist beyond the classroom, especially in Chinese private schools. In this scenario, English is learnt as a subject with 10 sessions per week, which is considered insufficient for students to master the language effectively. Past research highlights the significance of motivation in English language acquisition. Motivated students tend to put in more effort in their academic endeavours by showing more persistence in their learning process. The purpose of the study was to identify and analyse whether instrumental or integrative motivation plays a more important role in promoting Form Four ESL students' English language learning. Furthermore, examine the areas of problems that affect ESL students' motivation towards English language learning. This study was a qualitative case study that used focus group interviews to elicit data from 12 students in a secondary school in Penang. The findings of this research indicate that students are more instrumentally motivated than integratively motivated in ESL learning. Instrumental motivation is found to have a greater impact on students' English language learning. This research also highlights that vocabulary and grammar are the biggest areas of problems that are encountered by students during their ESL learning process, which further influence their speaking and writing skills.