ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Efficacy in the Classroom: Skill Based Training for Teachers' Empowerment
Author: Karimzadeh, Mansoureh
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Social Development,Emotional Development,Skill Development,Faculty Development,Elementary School Teachers,Grade 4,Grade 5,Foreign Countries,Experimental Groups,Control Groups,Comparative Analysis,Interpersonal Competence,Questionnaires,Statistical Analysis,Program Effectiveness,Pretests Posttests,Hypothesis Testing,Multivariate Analysis

This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and experimental (20 female, 14 male) groups. During ten weekly sessions of training the experimental groups learned a set of social-emotional skills (interpersonal-intrapersonal skills). Bar-On social emotional scales (adult version) and a researcher-made questionnaire for teaching efficacy were used to collect the required data. Independent t-tests, mix models of variance, multivariate analyses of variance, and regressions were used to compare the mean of social-emotional intelligence and its components and teaching efficacy differences between and within groups. The results showed that training had a significant effect on increasing social emotional skills and its components of the experimental group teachers. This research also showed a positive correlation between the enhancement of emotional skills and effective teaching. To be most effective, emotional skills training programs need to be applied in the classroom consistently across the curriculum, and teachers' involvement with these skills is needed to promote their social-emotional abilities.
In-Service EFL Teachers' Beliefs about Teaching Reading Strategies
Author: Bamanger, Ebrahim M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Reading Instruction,Teaching Methods,Reading Strategies,Teacher Influence,Statistical Analysis,Foreign Countries,Questionnaires,Correlation,Vocabulary,Translation,Language Teachers,Likert Scales,Grammar,Reading Comprehension,Secondary School Teachers

Recent trends in teacher education have focused on exploring teachers' beliefs. Earlier studies have shown the important influence of teachers' beliefs on teaching practices. The present study was conducted to explore the beliefs of Saudi EFL teachers about the significance of teaching English reading strategies. The study aimed also to find the influence of these beliefs on their classroom teaching practice. The participants of the present quantitative study were twenty seven Saudi EFL teachers, teaching in different schools in Riyadh. The questionnaire results were collected and the data was analyzed by the use of SPSS program. In the analysis process, the mean for each item was calculated as well as the standard deviation. Then, the results of the teachers' beliefs and the actual practices were correlated to find the relationship between them. The results, based on questionnaire data, showed that in-service EFL teachers clearly placed great emphasis on the significance of teaching reading strategies. Teachers were found to believe that the most important teaching reading strategies are: &quot;To guess the meaning of the ambiguous vocabulary&quot; (Mean 4.62), &quot;To explain vocabulary items&quot; (Mean 4.48), &quot;To scan the text&quot; (Mean 4.48) and &quot;To ask questions to check the comprehension of the text&quot; (Mean 4.44), whereas they believe that &quot;To translate words into Arabic&quot; (Mean 2.14) is the least important one. The findings of the current study concluded that what in-service teachers do believe about the efficient strategies of teaching reading, significantly correlates with what they really do in classrooms. The findings suggested that in order to change classroom' practices, EFL teachers need to change what they believe about these practices.
Metafunctional Practices in Medical Research Articles: A Comparative Study
Author: Assadi, Nader
Date: 2014-00-00
Type: Journal Articles
Subjects: Medical Research,Comparative Analysis,Verbs,Writing Strategies,Writing Skills,Grammar,Meta Analysis,Incidence,Native Speakers,English (Second Language),Language Usage,Literary Styles,Statistical Analysis

The purpose of this study is to explore any possible difference among the verb types chosen in articles written in English by the non-natives and natives. In so doing, Halliday's Systemic Functional Grammar (1994) was employed. 80 published articles from the medical sciences field of study were chosen from among which 40 were written by native English writers and 40 by the non-natives. In the light of the guidelines on Experiential Metafunctions, the articles were analyzed. Then the Frequency of each common type of verb was computed. Having applied Chi-Square, the researchers found out that the native English speakers and non-native ones employ different types of verbs. According to the results, non-native English language researchers may introduce the types of the verbs based on their L1 norms. Finally it seems necessary for Language Teachers and ESP Materials developers to take into account such differences while teaching and adapting writing materials.
Tightening the Grip over an Elusive System: Innovative Practices
Author: Vennakkadan, Abdul Latheef
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Practices,Spelling,Spelling Instruction,Learning Problems,English (Second Language),English Language Learners,Instructional Innovation,Teaching Methods,Educational Needs,Educational History

The present study examines the need for a specific approach to spelling instruction in ELT curriculum for ESL/EFL learners as it is an area where the L2 learners encounter a lot of learning difficulties or experience both inter/intra linguistic transfer. The study further explores the rationale for combating the spelling difficulties of ESL/EFL learners and the possibilities of integrating innovative practices that the writer successfully experimented with while trying to help his English students gain a grip and grasp of the elusive English orthography. The real plus of these practices is that they can be applied across learner levels and background and it expects the teacher to take a back seat in spelling instruction. These improvised tactics, though more for the sake of an abbreviation than a terminology are called the Learner Forefront Approach (LFA). LFA is a creative blend of the traditional as well as multisensory approaches to spelling because it makes use of the students' digital literacy, schematic knowledge, first language (L1), analytical thinking and certain strikingly improvised memory tactics to enable them to associate the problems areas (PAs) of words with their prior knowledge. The salient feature of this method lies in making the whole learning process edutaining as well as learner-centered.
The Effect of Direct and Indirect Corrective Feedback on Iranian EFL Learners' Spelling Errors
Author: Ghandi, Maryam
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Error Correction,Feedback (Response),Foreign Countries,Second Language Instruction,Teaching Methods,High School Students,Spelling,Accuracy,Verbal Communication,Instructional Effectiveness,Gifted,Females,Single Sex Schools

The aim of the current study was to investigate the impact of indirect corrective feedback on promoting Iranian high school students' spelling accuracy in English (as a foreign language). It compared the effect of direct feedback with indirect feedback on students' written work dictated by their teacher from Chicken Soup for the Mother and Daughter Soul. The study was conducted at the gifted girls' high school in Saveh, Iran. A sample of 56 high school sophomores was randomly assigned to two equal groups of 28. Group 1 (the direct feedback group) and Group 2 (the indirect feedback group) were treated differently regarding their spelling errors for five weeks. Statistical analysis based on GLMRM test revealed that indirect feedback was more effective than direct feedback in rectifying students' spelling errors.
Characteristics of Motivated L2 Class Groups: From Language Teachers' and Students' Perspectives
Author: Chang, Lilian Ya-hui
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Foreign Countries,Student Motivation,Student Attitudes,Teacher Attitudes,Questionnaires,Interviews,Interaction,Group Instruction,College Students,College Faculty,Group Dynamics,Learning Motivation,Teacher Student Relationship,Mixed Methods Research

In most learning situations, learners are learning with their peers, and the teacher is teaching to a class, not to an individual learner. As it is indisputable that learners conceptualize their learning as occurring in a group, it is logical to assume that the class group has some effect on learners' learning. Thus, it could be constructive to investigate the characteristics of a motivating classroom environment and how teachers can help cultivate a more comforting learning environment fostered by a motivating environment. This research focuses on exploring the characteristics of a motivating L2 classroom environment from both language teachers' and learners' perspectives. A questionnaire with both closed- and open-ended questions was distributed to approximately 100 college L2 learners studying at a private language college (from three English learning class groups). These class groups' English teachers were also interviewed to share their ideas of what comprised a motivating environment. Both the questionnaire and interview data suggest the importance of good interaction in a motivating L2 environment. The data also reveal the importance of teacher enthusiasm toward teaching, positive learning attitude in students, a strong cohesiveness group, and positive group norms.
Utility of Krashen's Five Hypotheses in the Saudi Context of Foreign Language Acquisition/Learning
Author: Gulzar, Malik Ajmal
Date: 2014-00-00
Type: Journal Articles
Subjects: Linguistic Theory,Second Language Learning,Second Language Instruction,Role,Teaching Methods,Correlation,Theory Practice Relationship,Affective Behavior,Linguistic Input,Foreign Countries

In the last twenty years, the paradigm that has dominated the discipline of language teaching is the SLA theory and Krashen's five hypotheses which are still proving flexible to accommodate earlier reforms. This paper reviews second language acquisition (SLA) theory to establish an understanding of its role in the EFL/ESL classrooms. Other areas of SLA theory, particularly Krashen's five Hypotheses are being reviewed to provide a brief overview of SLA research in relation with Krashen's views. This paper, considering the importance of SLA theory, makes an attempt to find out how the shift in the language teaching techniques can be correlated and connected to the conceptual framework of the SLA theory.
A Systematic Review on Using Literature for the Young Learners in an EFL Classroom
Author: Al-hajji, Badria A.
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Teaching Methods,Second Language Instruction,Library Research,Childrens Literature,Instructional Effectiveness,Linguistic Competence,Young Children

This study has objectives that are exploratory and analytical in nature. It focuses on the use of relevant information with regard to the use of literature in EFL classrooms that is available for an analysis in order to draw conclusions and make useful recommendations. The study is, therefore, conducted as library research using the method of systematic reviews. The rationale for choosing this method is that there is an overwhelming quantity of research, which presents diverse views of the use of literature-based teaching strategies in EFL classrooms. The best way to extract information that can be synthesised for knowledge is to adopt a systematic approach using the most comprehensive and reliable library sources available.
Benchmarking in TESOL: A Study of the Malaysia Education Blueprint 2013
Author: Jawaid, Arif
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Benchmarking,Educational Improvement,Educational Quality,Quality Control,Audits (Verification),Preschool Children,Elementary School Students,Primary Education,English Teachers,Educational Policy,Curriculum Development,Problem Solving,Ability,Scaffolding (Teaching Technique),Teacher Participation,Student Participation,Experience

Benchmarking is a very common real-life function occurring every moment unnoticed. It has travelled from industry to education like other quality disciplines. Initially benchmarking was used in higher education. .Now it is diffusing into other areas including TESOL (Teaching English to Speakers of Other Languages), which has yet to devise a comprehensive framework of assessment of a given TESOL provision, for instance that of Malaysia Education Blueprint 2013. This paper is derived from the author's research into improvement of TESOL, Curriculum in Lahore, Pakistan, based upon a comparative analysis of TESOL in Birmingham, United Kingdom. In the research, many benchmarks were drawn from a detailed comparative analysis and synthesis of extant literature, leading to the development and codification of quality characteristics and standards. Eventually, result was &quot;TESOL Quality Audit Framework&quot; that can be a prelude to improving learning and teaching strategies, staff, curriculum and institutional performance. In addition, the high impact benchmarks were used to formulate TESOL curriculum fit-for Malaysian preschool children (4-7 year olds) and teachers. A detailed worked example based upon four selected benchmarks, emphasizing use of one-day real-life project is illustrated. These projects have been utilized successfully to step-up the learning of both children and their teachers since 2000. The potential users of this workable framework consist of preschool and primary school children, teachers, TESOL teachers, curriculum policy makers and English curriculum coordinators, trainee preschool and primary school teachers, ministries and the departments dealing with pre-schoolers and younger children.
Graduate Student End-of-Term Satisfaction with Group-Based Learning in EFL Classroom
Author: Li, Wen
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Attitudes,Satisfaction,Cooperative Learning,English (Second Language),Teaching Methods,Comparative Analysis,Student Surveys,Likert Scales,Statistical Analysis,Small Group Instruction,Conventional Instruction,Nonparametric Statistics

The current study explored graduate student end-of-term satisfaction with group learning, compared with traditional instructor-led instruction in EFL (English as a foreign language) classroom. Participants were 74 graduate students, including 33 males and 41 females from a normal university in southern China. The study was carried out with two classes by different teaching methodologies respectively, one was group-based (n/35) with nine groups, and the other was instructor-led class (n/39). Students were assigned randomly to the two types of classes ahead of the formal lessons and taught by the same instructor during the period of an academic term. At the end of the term, a questionnaire survey was administered to all the students of the two classes to measure their satisfaction with English class learning. The results showed students with group-based instruction were more satisfied than those who took the course under the instructor-led format. Also, no significant differences existed between groups with respect to satisfaction. The results of the analysis were discussed and directions for further study were suggested. The significance of the present study lies in the fact that it was able to explore the difference in student satisfaction between group-learning and instructor-led settings in EFL class, and both instructor(s) and students should shift their focus &quot;from what is being taught to what is being learned&quot; in EFL classroom.
Factors Affecting English Language Teaching and Learning in Higher Education
Author: Nguyen, Hong Thi
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Higher Education,Nonmajors,Foreign Countries,Teaching Methods,Observation,Barriers,Teaching Styles,Communication Skills,Time Factors (Learning),Grammar,Time Management,Class Size,Classroom Techniques,Language Proficiency,Planning,Technology Uses in Education,Self Esteem,Student Attitudes,Oral English,Teacher Role,Student Role

This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study's findings show that many factors hinder the quality of English teaching and learning: uninteresting teaching style; insufficient time for communicative activities; grammar-driven teaching; unreasonable time-management; unclear instructions; large class sizes; teachers' limited ability in classroom organization; unequal students' English levels; inadequate lesson preparation; teachers' limited use of teaching aids and technology; and students' lack of confidence in using oral English in class activities. Based on these results, recommendations are given to improve the quality of non-major English teaching and learning, at HUTECH University in particular and in Vietnamese higher education in general.
Using Expansion Strategies in Making Untranslatable Areas of Poetry Translatable: Sa'di's Bustan as a Case in Point
Author: Shirinzadeh, Seyed Alireza
Date: 2014-00-00
Type: Journal Articles
Subjects: Poetry,Translation,Computational Linguistics,Poets,Foreign Countries,Semantics,English,Phonemics,Indo European Languages,Second Languages,Language Rhythm

The purpose of this study was to explore poetry translatability and seek to see what the translators do to compensate those untranslatable areas of poetry. In doing so, the researchers chose a literary work, i.e., Bustan, by one of the well-known Iranian poets, that is, Sa'di (Wickens, 1990) and one of its translations, &quot;The Bustan by Shaikh Muslihu-D-Din Sa'di Shirazi,&quot; by Clarke (1985). They analyzed one hundred verses of his poetry, which were chosen randomly, to see what the translator did to overcome the untranslatable parts of that poetry, i.e., Sa'di's Bustan. The study showed that the translator used expansion wherein he made some semantic and structural adjustments in his translation so as to make those untranslatable parts translatable and make the translation natural, intelligible and understandable in the receptor language. As a whole, in the selected corpus of the study, ninety two cases of expansion were identified.
Reading Trends and Perceptions Towards Islamic English Websites as Teaching Materials
Author: Khairuddin, Zurina
Date: 2014-00-00
Type: Journal Articles
Subjects: Islam,Muslims,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Reading Materials,Undergraduate Students,Student Attitudes,Trend Analysis,Reading Motivation,Teaching Methods,Spiritual Development,Individual Development,Student Motivation,Religious Education,Universities,Surveys,Instructional Materials,Statistical Analysis

This paper is a study of the reading trends and perceptions of Muslim Malaysian undergraduate students towards Islamic English websites as pedagogical materials in English language classrooms. Data was collected through a set of questionnaires to 180 students from the International Islamic University Malaysia (IIUM) and Universiti Sultan ZainalAbidin (UniSZA). The findings revealed that the students were self-motivated to read the materials to gain spiritual knowledge and to use the knowledge to deal with personal challenges. It also shows that the students recommend that the materials are used for pedagogical purposes in the learning of the English language. The study proposed that texts that bring enjoyment, inspiration, spiritual knowledge and personal development are used as reading materials in English lessons for Muslim students. This would enhance the motivation to read more whilst improving the proficiency of the English language.
Practical Issues in Estimating Classification Accuracy and Consistency with R Package cacIRT
Author: Lathrop, Quinn N.
Date: 2015-08-00
Type: Journal Articles
Subjects: Classification,Accuracy,Item Response Theory,Reliability,Computation,Methods

There are two main lines of research in estimating classification accuracy (CA) and classification consistency (CC) under Item Response Theory (IRT). The R package cacIRT provides computer implementations of both approaches in an accessible and unified framework. Even with available implementations, there remains decisions a researcher faces when choosing and applying the best approach for the situation. This paper identifies and discusses the practical issues that researchers may face when estimating CA and CC. To exemplify the analytic decisions, both approaches are applied to a common dataset with discussion. In addition to generalizable guidance, the demonstration provides R code for the cacIRT package.
Critical Thinking: Frameworks and Models for Teaching
Author: Fahim, Mansoor
Date: 2014-00-00
Type: Journal Articles
Subjects: Critical Thinking,Models,Transfer of Training,Literature Reviews,Teaching Methods,Educational Change,Role of Education,Thinking Skills,Persuasive Discourse,Inferences,Problem Solving,Learning Activities,Educational Strategies,Foreign Countries

Developing critical thinking since the educational revolution gave rise to flourishing movements toward embedding critical thinking (CT henceforth) stimulating classroom activities in educational settings. Nevertheless the process faced with complications such as teachability potentiality, lack of practical frameworks concerning actualization of CT tasks, and transferability obstacles, as well as lack of a homogeneous model of conceptualization of CT among educators. The present study made an effort to represent a comprehensive model of CT for educators drawn on the contemporary literature in order to indicate a uniform delineation of the construct and to offer a comprehensive model of CT for the intention of making boosting learners' capability of CT possible.