ethanporcaro/eric-fulltext-meta huggingface dataset:
Synthesizing Technology Adoption and Learners' Approaches towards Active Learning in Higher Education
Author: Chan, Kevin
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Technology Integration,Higher Education,Undergraduate Students,Learner Engagement,Student Surveys,Online Surveys,Student Attitudes,Learning Strategies,Outcomes of Education,Thinking Skills,Cooperative Learning,Structural Equation Models,Factor Structure,Intention,Adoption (Ideas),Foreign Countries,Questionnaires,National Surveys,Factor Analysis

In understanding how active and blended learning approaches with learning technologies engagement in undergraduate education, current research models tend to undermine the effect of learners' variations, particularly regarding their styles and approaches to learning, on intention and use of learning technologies. This study contributes to further examine a working model for learning outcomes in higher education with the Unified Theory of Acceptance and Use of Technology (UTAUT) on SRS adoption attitude, and the Study Process Questionnaire (SPQ) on students' approach to learning. Adopting a cross-section observational design, the current study featured an online survey incorporating items UTAUT and SPQ. The survey was administered to 1627 undergraduate students at a large comprehensive university in Hong Kong. Relationships between SRS adoption attitude, learning approaches, and learning outcomes in higher-order thinking &amp; learning and collaborative learning were analyzed with a structural equation model (SEM). A total of 3 latent factors, including four factors from UTAUT in Performance Expectancy, Effort Expectancy, and Deep Learning Approach from the SPQ, were identified in the structural model on students' intention to adopt SRS in classes. Current results suggested that a model of active learning outcomes comprising both UTAUT constructs and deep learning approach. Model presented in the present study supported the UTAUT in predicting both behavioral intention and in adopting SRS in large classes of undergraduate education. Specifically, positive attitudes towards SRS use measured with the UTAUT, via a learning approach towards deep learning, accounted for variation on high-impact learning including higher-order thinking and collaborative learning. Results demonstrated that the process of technology adoption should be conceptualized in conjunction with learners' diversity for explaining variation in adoption of technologies in the higher education context.
Strategies Training in the Teaching of Reading Comprehension for EFL Learners in Indonesia
Author: Mistar, Junaidi
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Strategies,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Control Groups,Statistical Analysis,Inferences,Vocational Education,High School Students,Scores,Language Tests,Reading Tests,Reading Comprehension,Experimental Groups,Vocational High Schools,Metacognition

This study investigated the effect of reading strategies training on the students' literal and inferential reading comprehension. The training involved three concrete strategies: predicting, text mapping, and summarizing. To achieve the purpose of this study, a quasi experimental design was selected with the experimental group being given reading strategies training and the control group being treated in a &quot;business as usual&quot; mode. The subjects were students of two classes in a vocational senior high school in East Java, Indonesia (N = 71). The students' scores in the mid-semester teacher made test of English were used as the covariate to control possible initial differences between the two groups. Moreover, a test of reading comprehension was developed to measure the effect of the treatment. The analysis of covariance (ANCOVA) yielded that the experimental group outperformed the control group in both literal and inferential reading comprehension levels. Implications of this finding for classroom teaching are then discussed.
The Integration of Intercultural Business Communication Training and Business English Teaching
Author: Jingzi, Deng
Date: 2016-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Business English,Business Communication,Asians,Teaching Methods,English for Special Purposes,Second Language Learning,Second Language Instruction,Cultural Awareness,Communicative Competence (Languages),Questionnaires,Language Fluency,Teacher Attitudes,College Faculty,College Students,Language Teachers,Foreign Countries

The cultural information transferred by language is an important part of Business English teaching. Therefore, teachers of Business English should not only improve the language level of the students, but also develop the students' cross-cultural understanding. The cultivation of intercultural business communication (IBC) competence could not be realized by one or several courses, it must be emphasized through the entirety of Business English teaching. For example, elements of intercultural training should be reflected in Business English teaching materials, classroom discourse, teaching activities, and teaching methodology. This paper analyzed the afore-mentioned elements of IBC competence. Utilizing literature reviews and questionnaires, it also revealed problems in teaching and cultivating IBC competence in Business English curriculum and examined what obstacle Chinese students experience in intercultural communication. The author of this paper proposed three principles that should be followed while integrating IBC competence and Business English teaching in order to realize the simultaneous increase of course knowledge and IBC competence, and to further students' professional knowledge, English language ability, and intercultural business fluency.
A Model for Speech Processing in Second Language Listening Activities
Author: Zoghbor, Wafa Shahada
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language Processing,Auditory Perception,Speech,Second Language Instruction,Word Recognition,Listening Comprehension,Listening,Pronunciation

Teachers' understanding of the process of speech perception could inform practice in listening classrooms. Catford (1950) developed a model for speech perception taking into account the influence of the acoustic features of the linguistic forms used by the speaker, whereby the listener &quot;identifies&quot; and &quot;interprets&quot; these linguistic forms based on the association between them and the context of speech. This paper critically reviews Catford's model and proposes an alternative one distinguishing between two levels of perceiving speech: word recognition and utterance comprehension. Smith and Nelson (1985) refer to these as &quot;intelligibility&quot; and &quot;comprehensibility&quot;, respectively. The proposed model could inform classroom practice as well as curriculum and material design.
Lurking and L2 Learners on a Facebook Group: The Voices of the Invisibles
Author: Shafie, Latisha Asmaak
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Networks,Second Language Learning,English (Second Language),Language of Instruction,Language Proficiency,Case Studies,Qualitative Research,Semi Structured Interviews,College Students,Group Discussion,Computer Mediated Communication,Observation,Student Attitudes,Computer Software,Self Concept,Foreign Countries,Multilingualism,Communication Skills,Social Media

This qualitative research investigates the practice of lurking among English as a second language (ESL) learners in a Facebook group discussion. Lurking is a term used to describe the activity of following and observing any online discussions or activities without contributing to the discussions. Lurkers are often accused of being invisible and passive participants. Facebook groups with international members usually uses English as the medium of communication in their group discussions. It is a norm for L2 learners to lurk in the group. These L2 learners often do not have the required English language proficiency and the confidence to participate actively in the group they join. This study explores lurking behaviours of three participants in learning English in informal Facebook contexts. This study uses a qualitative case study. The study involved three L2 learners who were university students and members of a Facebook group. The study involved online observation and semi-structured interviews with these three participants. Their Facebook accounts and a common Facebook group were observed for 14 weeks, and after the online observation, the participants were interviewed. Data collected from online observation and semi-structured interviewed were analysed and managed using Atlas.ti 7. The study reveals five emerging themes such as that lurkers have poor online communication skills, lack of confidence, learning by lurking, lack of a sense of belonging and lurking is the norm of Facebook groups.
On Guidelines for College English Teaching and Challenges for College English Teachers
Author: Li, Huiyin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,English (Second Language),Second Language Instruction,Second Language Learning,College Students,College Faculty,Guidelines,Course Descriptions,Educational Objectives,Information Technology,Academic Achievement,Teacher Education,Multicultural Education

This article performs an exploratory study of the newly formulated &quot;Guidelines&quot; for College English Teaching (&quot;Draft Exposure&quot;)(&quot;2015&quot;)(&quot;Guidelines&quot;), aiming at exploring how different the latest Guidelines is from the previous ones, what challenges it brings to teachers and how these challenges can be countered. Therefore, comparisons are made among six syllabi to illustrate the developments college English has achieved and its existent problems as well. To address these problems, &quot;Guidelines&quot; (2015) is issued with three new features: the integration of instrumentality and humanity, the introduction of intercultural education and the system of multiple curriculum for multiple teaching objectives. Its issuing poses tremendous challenges to college English teachers, of which increasing demands on college English teachers' professional expertise, skillful employment of information technology and academic performance stand out. To help counter these challenges and difficulties, suggestions are made from three levels with the hope that improved teachers' quality can facilitate the implementation of &quot;Guidelines&quot; (2015) and guarantee the potential achievement of its expected objectives. These suggestions are: life-long learning and self-directed development consciousness, the establishment of teacher education system by faculties and universities and continued governmental support in and favorable policies to college English teacher education.
Effective Classroom-Management &amp; Positive Teaching
Author: Sieberer-Nagler, Katharina
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Best Practices,Instructional Effectiveness,Instructional Innovation,Classroom Environment,Student Motivation,Questionnaires,Teacher Surveys,Classroom Observation Techniques,Elementary School Teachers,Educational Practices,Foreign Countries

This article offers practical information for primary teachers to become more knowledgable, skilled and effective in their work. Aspects of positive teaching and learning are explored. Innovative methods for transforming common classroom management struggles into opportunities for positive change and for changing negative behaviors into positive interactions are explained. Classroom climate, expectations, motivation, and methods for constructive reflection on mistakes are investigated to support teachers in developing a positive learning environment.
EFL Teachers' Cognition of Teaching English Pronunciation Techniques: A Mixed-Method Approach
Author: Yunus, Melor Md
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation Instruction,Teaching Methods,Correlation,Statistical Analysis,Language Teachers,Schemata (Cognition),Oral Language,Student Characteristics,Qualitative Research,Questionnaires,Language Proficiency,Teacher Attitudes,Semi Structured Interviews,Foreign Countries

In recent years, a great number of attempts have been made on teachers' cognition with the aim of understanding the complications reinforcing the teachers' cognitions and their classroom practices. Such studies shed light on how teachers' cognitions expand over time and how they are reflected in their classroom practices. The aim of the present study was to investigate Iranian EFL teachers' cognition particularly in terms of the pronunciation techniques they apply in the oral communication classrooms and their knowledge about their language learners' characteristics. To achieve the goals of the study, the cognitions of five English teachers in the oral communication classrooms were explored. The teachers were requested to answer two semi-structured interviews to obtain the data about their cognitions regarding the pronunciation techniques. Furthermore, their students were asked to fill out a questionnaire to express their opinions about the techniques applied by their teachers during instruction of English pronunciation. The qualitative and quantitative results showed that there was an intricate relationship between language teachers' experience with their cognitions about their language learners. Moreover, those teachers who were in higher level language courses showed to have broader cognitions about both the techniques they used in classrooms and the language learners' characteristics as well.
The Differential Effect of Attentional Condition on Subsequent Vocabulary Development
Author: Mohammed, Halah Abdulelah
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Language Processing,Reading Comprehension,Task Analysis,Psycholinguistics,Linguistic Input,English (Second Language),Qualitative Research,Protocol Analysis,Teaching Methods,Second Language Instruction,Linguistic Theory,Attention Control,Foreign Countries,College Students,Student Attitudes,Coding

This study addressed the potential methodological issues effect of attentional condition on subsequent vocabulary development from a different perspective, which addressed several potential methodological issues of previous research that have been based on psycholinguistic notion of second language learner as a limited capacity processor. The issue of whether learners paying attention to the processing of input for meaning can simultaneously pay attention to process form remains methodologically unclear issue in the area of reactivity. A qualitative study was conducted on six intermediate English as a foreign language learners. Participants were assigned to one of the three types of reading comprehension tasks. Concurrent data of think aloud was employed to establish learners' attention. Results showed that attending learners' attention to processing of lexical forms while reading for meaning has an effect to induce the issue of reactivity effect on subsequent vocabulary development.
English Perceptive Teaching of Middle School in China--Based on an Empirical Study
Author: Lifen, He
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle Schools,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Prior Learning,Language Proficiency,Cognitive Ability,Individualized Instruction,Models,Problem Solving,Experiential Learning,Questionnaires

Perception is the reconstruction and interaction between the new information and prior knowledge in mind or in the process of internalization about the new information. It has three teaching procedures: First, teachers elicit the learners to acquire text meaning. Second, teachers create situation in practical teaching. Third, learners comprehend text information to get the internal values in individuals. An empirical study proves that the English perceptive teaching can help to develop the learners' cognitive abilities and emotion harmoniously. This thesis analyzes the results of the empirical study, finds the problems, and gives some suggestions to the English perceptive teaching in middle schools.
Just-in-Time Teaching Techniques through Web Technologies for Vocational Students' Reading and Writing Abilities
Author: Chantoem, Rewadee
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocational Education,Reading Ability,Writing Ability,Teaching Methods,Technology Uses in Education,English Instruction,Language Proficiency,Conventional Instruction,Experimental Groups,Control Groups,Pretests Posttests,Self Efficacy,Language Attitudes,Questionnaires,Multiple Choice Tests,Cloze Procedure,Foreign Countries,Adolescents

This research compares the English language achievements of vocational students, their reading and writing abilities, and their attitudes towards learning English taught with just-in-time teaching techniques through web technologies and conventional methods. The experimental and control groups were formed, a randomized true control group pre-test-post-test design was used, and the data were analyzed by t-tests for dependent and independent samples. The study's results showed significant differences in English writing ability and attitudes toward learning English between both groups at a 0.01 confidence level, and in reading ability at a 0.05 confidence level.
Learner Perceptions of Chinese EFL College Classroom Environments
Author: Peng, Hui
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Nonmajors,College Students,Majors (Students),Asians,Foreign Countries,Classroom Environment,Questionnaires,Textbook Selection,Teaching Methods,Language Usage,Cultural Awareness,Comparative Analysis,Likert Scales

This study, carried out at a major technological university in China and based on a convenience sample of 116 students, is designed to identify which aspects of their classroom environments had the greatest effect on the students. Students completed a 26-item questionnaire which elicited general as well as specific views on the EFL classroom environments. The students were divided into English majors (n = 64) and non-English majors (n = 52). The results showed that, among the items rated as less satisfactory, eight items were similar for both groups, but that the items with lowest satisfaction for each group were significantly different. For English majors textbook selection, learning atmosphere, and teachers' chalkboard presentation are least satisfactory; for non-English majors interest in target culture, teachers' chalkboard presentation, and internal motivation are the least satisfactory. The paper concludes that English-language education should be treated differently for majors and non-majors. For English majors, to improve the learning atmosphere, textbook selection and teaching methods need be considered as priorities. English-language education for non-majors should be redesigned with a focus on functional use of the language rather than in-depth study of the target culture.
A Pedagogical Perspective on Promoting English as a Foreign Language Writing through Online Forum Discussions
Author: Jayaron, Jose
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Computer Mediated Communication,Writing Instruction,Teaching Methods,Writing Skills,Experimental Groups,Synchronous Communication,Writing Processes,Electronic Publishing,Control Groups,Pretests Posttests,Statistical Analysis,Interviews,Student Attitudes,Qualitative Research,Learning Processes,Coding,Writing Evaluation,Quasiexperimental Design,College Students

Use of educational technologies has become increasingly significant in the field of English Language Learning. Both the teachers and students are dependent on Information and Communication Technology (ICT) and its different tools for teaching and learning in particular, and socialization in general. The scope and significance of the study on the use of ICT tool such as online discussion forum in facilitating English as a foreign language teaching and learning therefore is quite relevant considering its potential in exchanging information using the target language (L2). The study included 56 participants (N = 56) at post-foundation level from Al Musanna College of Technology in Oman with the objective to find out the effectiveness of online forum discussions on the learners' EFL (English as a Foreign Language) writing performance in terms of its linguistic complexity. The experimental group (N = 28) was involved in synchronous online forum discussion, and the control group (N = 28) was engaged in asynchronous blog writing for a period of one semester. Pre-test and posttest were administered to collect quantitative data, and the participants of the experimental group were interviewed to collect the qualitative data. The post-test analysis of the quantitative data found no significant (p = 0.05) statistical difference between the groups' writing performance in terms of linguistic complexity. However, the analysis of the qualitative data collected through interview found that the use of online forum discussion in facilitating EFL writing has much positive effect on the learning process. The findings, discussion and recommendations are included in this article.
The Effects of Giving and Receiving Marginal L1 Glosses on L2 Vocabulary Learning by Upper Secondary Learners
Author: Samian, Hosein Vafadar
Date: 2016-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,English (Second Language),Pretests Posttests,Vocabulary Development,Experimental Groups,Reading Comprehension,Task Analysis,Foreign Countries,Control Groups,Translation,Language Tests,Dictionaries,Bilingualism,Teaching Methods,Outcomes of Education,Statistical Analysis,Readability,Second Language Instruction,Institutes (Training Programs),Reading Tests,Readability Formulas

This paper reports the findings of a study that investigated the effect of giving and receiving marginal L1 glosses on L2 vocabulary learning. To that end, forty nine Iranian learners of English were assigned to three different experimental conditions including marginal L1 glosses Giver (n = 17), marginal L1 glosses Receiver (n = 17), and no glosses Control group (n = 15) with a pretest, immediate, and delayed posttests design. The scores obtained from the fill-in-the-blank and translation test confirmed the homogeneity of the three participating groups in the pretest. During three treatment sessions, participants in the giver group were required to perform the three reading comprehension tasks and consult the bilingual dictionary to look up the targeted lexical items, which were highlighted, and write down their L1 equivalents in the spaces given. The participants in the receiver group were asked to carry out the same reading comprehension tasks which included L1 equivalents of the targeted words. The participants in no marginal glosses group took the same procedure while they had no access to marginal glosses. Two days and four weeks after treatment sessions, all participants took the posttests using the same testing package applied in the pretest. Results of one-way ANOVAs revealed that both the giver and receiver group had an influence on L2 vocabulary learning, the giver group made the most favorable progress over time.