ethanporcaro/eric-fulltext-meta huggingface dataset:
Collective Designing and Sharing of Open Educational Resources: A Study of the French CARTOUN Platform
Author: Quere, Nolwenn
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Educational Resources,Second Language Learning,Second Language Instruction,Technological Literacy,Shared Resources and Services,Instructional Design,Material Development,Language Teachers,Faculty Development,Foreign Countries,German,English (Second Language),Educational Technology,Online Systems,Qualitative Research

Designing and sharing Open Educational Resources (OERs) requires teachers to develop new competences, in particular with digital resources. In this paper, the case of a language resource production group is introduced. Due to the centrality of the OERs in their collective activity, I show that the documents they produce are essential to the group's work. The theoretical framework of the Documentational Approach (DA) is used in order to analyse their design of resources, the development of their resource system, and how it is linked with professional development. [For the complete volume, see ED578177.]
Enhancing Grammatical Structures in Web-Based Texts
Author: Zilio, Leonardo
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Grammar,Computer Assisted Instruction,Educational Technology,Second Language Instruction,Natural Language Processing,Books,Journalism,Scripts,Films,Research Reports,English (Second Language),Electronic Publishing

Presentation of raw text to language learners is not enough to ensure learning. Thus, we present the Smart and Immersive Language Learning Environment (SMILLE), a system that uses Natural Language Processing (NLP) for enhancing grammatical information in texts chosen by a given user. The enhancements, carried out by means of text highlighting, are designed to draw the users' attention to specific grammatical structures and thus help them to notice their occurrence in authentic contexts. To assess the quality of the enhancements, we carried out an evaluation of 48 structures in terms of precision in different text genres. This diversity approximates the contexts in which a language learner should immerge. [For the complete volume, see ED578177.]
Roles of Mobile Devices Supporting International Students to Overcome Intercultural Difficulties
Author: Yang, Xiaoyin
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Foreign Students,Cultural Differences,Influence of Technology,Study Abroad,Student Journals,Interviews,Content Analysis,Qualitative Research,Case Studies,Student Adjustment,Asians,Graduate Students,Foreign Countries

Sociocultural theory emphasises the mediational role of tools in learning. International students usually find themselves in a vicious cycle, experiencing difficulties when engaging with local people and culture which might provide the mediation necessary to develop their intercultural communicative competence. Yang (2016) further points out that &quot;mobile technologies provide alternative mediational tools that might help students to break this cycle&quot; (p. 2). This paper, developed from Yang's (2016) doctoral research, examines the roles of mobile devices in overcoming international students' intercultural difficulties during study abroad. Eight international students participated in the study and were asked to keep diaries and attend interviews for four weeks. A content analysis approach was applied to examine the students' use of mobile devices and situations. The findings revealed that for overcoming intercultural difficulties, the international students utilised mobile devices as search tools, social tools, service providers, presentation tools, and capture tools. Although the students showed some awareness of mobile devices as mediational tools, the problems that require the ability to analyse sociocultural contexts need further support from educators and technologies. [For the complete volume, see ED578177.]
The Potential of Elicited Imitation for Oral Output Practice in German L2
Author: Cornillie, Frederik
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: German,Second Language Learning,Imitation,Oral Language,Language Processing,Feedback (Response),Undergraduate Students,Graduate Students,Statistical Analysis,Second Language Instruction,Automation,Accuracy,Computer Uses in Education,Foreign Countries

This paper reports on the potential of Oral Elicited Imitation (OEI) as a format for output practice, building on an analysis of picture-matching and spoken data collected from 36 university-level learners of German as a second language (L2) in a web-based assessment task inspired by Input Processing (VanPatten, 2004). The design and development of OEI for output practice faces two key challenges: learners must be engaged in meaningful language processing rather than in mere repetition of oral stimuli, and the task must eventually provide individualized and qualitative corrective feedback that helps learners to notice gaps between their interlanguage and the target language. Results show that learners attended to meaning and that a commercially available speech recognition tool was able to transcribe learner speech remarkably well. [For the complete volume, see ED578177.]
Combining Formal and Informal Learning: The Use of an Application to Enhance Information Gathering and Sharing Competence in a Foreign Language
Author: Sato, Yukiko
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Informal Education,Grammar,Interviews,Learning Motivation,Feedback (Response),Foreign Countries,Japanese,Worksheets,Newspapers,Comparative Analysis,Student Attitudes,Writing Skills,Reading Comprehension,Teaching Methods,Student Surveys,College Students

This study aims to enhance foreign language learners' language competence by integrating formal and informal learning environments and considers how they can improve their grammatical and lexical skills through the gathering (comprehension) and sharing (writing) of information in the foreign language. Experiments with German learners at a Japanese university preparing to study in Germany were conducted. An application to archive newspaper articles was created, indexing current German coverage. A worksheet was provided, where learners were asked to select, read, and summarize articles via the application. Feedback was given to their summary. Participants were divided into two groups, learners that studied only in an informal setting, and those that were also instructed in a formal setting. Interviews were conducted with the participants in order to evaluate how the activities affected their language skills. Results showed that the practice affected their reading methods and heightened their motivation for further language learning in general. Students participating in activities in and outside the classroom showed improvements in their lexical knowledge, and better understanding of subtle nuances in written texts, which positively affected their writing skills and their speaking ability. [For the complete volume, see ED578177.]
The Potential of Automated Corrective Feedback to Remediate Cohesion Problems in Advanced Students&apos; Writing
Author: Strobl, Carola
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Advanced Students,Feedback (Response),German,Second Language Learning,Automation,Connected Discourse,Writing (Composition),Technology Uses in Education,Revision (Written Composition),Student Attitudes,Foreign Countries,Writing Instruction,College Students,Questionnaires

This study explores the potential of a feedback environment using simple string-based pattern matching technology for the provision of automated corrective feedback on cohesion problems. Thirty-eight high-frequent problems, including non-target like use of connectives and co-references were addressed providing both direct and indirect feedback. Advanced students of German as a foreign language (L2) (n = 36) received this feedback on summary writing in three subsequent sessions. Their revision activities were analysed for a ratio per 100 words and success rate, and their attitudes towards the feedback were investigated using questionnaires. The results show that automated feedback based on pattern matching has the potential to remedy over- and under-use of connectives and co-reference devices. Furthermore, although participants preferred direct feedback, the revision rate was higher with indirect metacognitive feedback providing grammar explanations. [For the complete volume, see ED578177.]
The Use of MOOC as a Means of Creating a Collaborative Learning Environment in a Blended CLIL Course
Author: Titova, Svetlana
Date: 2017-08-00
Type: Reports - Research
Subjects: Online Courses,Cooperative Learning,Second Language Learning,Blended Learning,Foreign Countries,Statistical Analysis,English (Second Language),Undergraduate Students,Second Language Instruction,Action Research,Student Surveys

The objective of this action research is to work out the possible ways of Massive Open Online Course (MOOC) integration in a blended Content and Language Integrated Learning (CLIL) course to create an authentic online collaborative community. The theoretical framework of the intervention is based on current MOOC theories, connectivism, and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model by Puentedura for implementing new technologies and open educational resources into teaching. Thirty bachelor students from Moscow State University, enrolled in a Methodology of English Language Teaching blended course, participated in the first cycle of the research. The analysis based on the quantitative data (questionnaire) demonstrated the learners' positive attitude to this intervention due to the following possibilities: getting familiar with the theories and terminology on English as a Foreign Language (EFL) teaching, sharing experiences on the MOOC forums with the learners from all over the world and developing writing skills, etc. [For the complete volume, see ED578177.]
Reception of Japanese Captions: A Comparative Study of Visual Attention between Native Speakers and Language Learners of Japanese
Author: Sikkema, Eline C.
Date: 2017-08-00
Type: Reports - Research
Subjects: Japanese,Second Language Learning,Layout (Publications),Attention,Native Speakers,Television Viewing,Eye Movements,Questionnaires,Foreign Countries,Mixed Methods Research,College Students

Nowadays, television programmes are not only accessed through a conventional TV set; they can be viewed through streaming services on the internet, smartphones, and tablets to name but a few media. For language learners, this development has opened up opportunities for accessing authentic materials in foreign languages outside of the classroom. Studies have shown that the simultaneous presentation of aural and visual information in captioned audiovisuals in a foreign language has the potential to improve language learners' listening skills (Mitterer &amp; McQueen, 2009). Recent research has prompted extension of this discussion to online language learning behaviour and to analyses of what information learners attend to while watching captioned programmes (Vanderplank, 2015). This doctoral research seeks to contribute to this new perspective and explores actual viewing behaviour of native speakers and language learners of Japanese while watching a captioned Japanese variety show through the use of eye-tracking and questionnaires. This paper discusses the context and methodology of this study as the data analysis is in its initial phase. It is hoped that the results will deepen our understanding of language learners' reception of Japanese captions and make suggestions as to how such authentic material can complement Japanese language learning.[For the complete volume, see ED578177.]
An Open-Sourced and Interactive Ebook Development Program for Minority Languages
Author: Sheepy, Emily
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Open Source Technology,Books,Electronic Publishing,Language Minorities,Electronic Learning,Computer Software,Relevance (Education),American Indian Languages,Canada Natives,Foreign Countries,Native Language Instruction

According to Long (2014), genuine task-based pedagogy is centered around the real-world activities that learners need to complete using the target language. We are developing the OurStories mobile application to support learners and instructors of minority languages in the development of personally relevant, task-based learning resources. The initial prototype, which we are inviting community organizations to use and adapt to their needs, takes the form of an audioenabled ebook as well as the software and a series of templates used for developing future materials. We introduce the OurStories software, its interactive features, and the research-based development process. We also discuss plans to expand the project into a program directed by in-group members of Indigenous language communities who wish to continue the development of pedagogically sound technologies. [For the complete volume, see ED578177.]
ESL Learners&apos; Online Research and Comprehension Strategies
Author: Sain, Noridah
Date: 2017-08-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Reading Comprehension,Student Surveys,Language Usage,Foreign Countries,Research Skills,Student Attitudes,Teaching Methods,Internet,Reading Strategies,Dictionaries,Information Seeking,Online Searching

In order to enhance second language (L2) acquisition, English as a Second Language (ESL) students are encouraged to exploit the abundant information and opportunities for authentic language use afforded by the Internet. This study investigated the online research and comprehension strategies employed by ESL learners in a public university in Malaysia. The study was descriptive and the data was collected via the Qualtrics survey system. Data analysis demonstrated the most and least frequently used online research and comprehension strategies of 74 ESL undergraduates and uncovered an overview of the ESL undergraduates' existing online research and comprehension strategies. The findings suggest that explicit training in the area of online research and comprehension processes is worth pursuing in the development of online study skills. This study also presents validation of a survey instrument used within the study to assess ESL learners' online research and comprehension strategies. [For the complete volume, see ED578177.]
A Dynamic Online System for Translation Learning and Testing
Author: Tian, Yan
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Translation,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Feedback (Response),Nonmajors,Language Tests,Test Items,Student Motivation,Online Systems,Scoring,Evaluators,Foreign Countries,College Students,Intelligent Tutoring Systems,Teaching Methods

Translation is one of the items tested in many national English proficiency tests for non-English majors in China because translation competence is regarded as one of the productive language skills which could be used to assess learners' language proficiency. However, the feedback on translation exercises and self-tests are usually provided by human raters. As a result, students cannot have instant feedback after they finish their translation exercises or self-tests out of class, which would lead to the students' low motivation in practising translation by themselves. This paper reports on the process of the development of a dynamic online system with automated scoring and intelligent feedback for non-English majors' translation exercises and self-tests. It also discusses the obstacles encountered from a technical perspective. [For the complete volume, see ED578177.]
ICALL&apos;s Relevance to CALL
Author: Ward, Monica
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Artificial Intelligence,Computer Assisted Instruction,Computational Linguistics,Natural Language Processing,Second Language Instruction

The term Intelligent Computer Assisted Language Learning (ICALL) covers many different aspects of CALL that add something extra to a CALL resource. This could be with the use of computational linguistics or Artificial Intelligence (AI). ICALL tends to be not very well understood within the CALL community. There may also be the slight fear factor around ICALL, as it may seem very complicated and hard to understand. There is also the fact that ICALL resources tend to not be widely used in CALL as they may not be sufficiently robust enough for learners or they may not address a specific pedagogical need (Heift &amp; Schulze, 2007). This paper looks at how some (basic) ICALL resources can be used in CALL. There is a need for ICALL and CALL researchers to work together to ensure that both benefit from each other's knowledge and expertise. ICALL has progressed in recent years and it is important for the ICALL community to raise awareness of what ICALL can bring to the CALL toolbox and to encourage CALL researchers to dip their toes in the ICALL waters. [For the complete volume, see ED578177.]
Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 1, Secondary School Students
Author: Miech, Richard A.
Date: 2015-00-00
Type: Reports - Research
Subjects: National Surveys,Drug Use,Incidence,Student Attitudes,Beliefs,Social Environment,Marijuana,Tables (Data),Trend Analysis,Stimulants,Gender Differences,Differences,Regional Characteristics,Social Differences,Smoking,Drinking,Racial Differences,Parent Background,Educational Attainment,Drug Therapy,Secondary School Students,Grade 8,Grade 10,Grade 12,Rural Urban Differences

Substance use is a leading cause of preventable morbidity and mortality, and it is in large part why people in the U.S. have the highest probability among 17 high-income nations of dying by age 50. Substance use is also an important contributor to many social ills including child and spouse abuse, violence more generally, theft, suicide, and more; and it typically is initiated during adolescence. Monitoring the Future (MTF) is designed to give sustained attention to substance use among the nation's youth and adults. It is an investigator-initiated study that originated with and is conducted by a team of research professors at the University of Michigan's Institute for Social Research. The 2014 survey, reported here, is the 40th consecutive survey of 12th-grade students and the 24th such survey of 8th and 10th graders. Two of the major topics included in the present volume are: (1) the prevalence and frequency of use of a great many drugs among American secondary school students in 8th, 10th, and 12th grades; and (2) historical trends in use by students in those grades. Distinctions are made among important demographic subgroups in these populations based on gender, college plans, region of the country, population density, parent education, and race/ethnicity. MTF has demonstrated that key attitudes and beliefs about drug use are important determinants of usage trends, in particular the amount of risk to the user perceived to be associated with the various drugs and disapproval of using them; thus, those measures also are tracked over time, as are students' perceptions of certain relevant aspects of the social environment--in particular, perceived availability, peer norms, use by friends, and exposure to use by others of the various drugs. Data on grade of first use, discontinuation of use, trends in use in lower grades, and intensity of use are also reported. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 2, College Students &amp; Adults Ages 19-55,&quot; see ED578455.]
The Use of &quot;Drama in Education&quot; in Primary Schools from the Viewpoint of the Classroom Teachers: A Mixed Method Research
Author: Isyar, Özge Özgür
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Drama,Elementary School Teachers,Art Education,Mixed Methods Research,Self Efficacy,Gender Differences,Teaching Experience,Teacher Attitudes,Figurative Language

The purpose of this research is to determine the classroom teachers' sense of efficacy about the drama in education, to examine them in terms of various variables and to reveal their opinions and metaphorical perceptions regarding the concept of drama in education. Convergent parallel design, which is of the mixed method designs, was used in the study. The universe of the research consists of 2737 class teachers working in the central districts of Mersin province. The sample of the research is composed of 441 teachers selected according to the &quot;stratified cluster sampling&quot; method which is a kind of random sampling in the universe. As a result, it was found out that the teachers have a high level of sense of efficacy about using drama in education, are willing to apply this method, consider it as an effective and powerful method, but do not trust themselves due to lack of information and do not apply it because of poor environment. Examining the opinions of the classroom teachers on the concept of drama in education, it is found that the drama in education helps the personal development of the student, is an effective method and provides learning by doing and experience. When their metaphorical perceptions of drama in education are examined, it is revealed that the drama concept is used as a support in the lesson, that it is the life itself and is enlightening.
The Relationship between Teachers&apos; Leadership Behaviours and Emotional Labour=Ögretmenlerin Liderlik Davranislari Ile Duygusal Emekleri Arasindaki Iliski
Author: Hosgörür, Tugba
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Emotional Response,Elementary School Teachers,Secondary School Teachers,Vocational High Schools,Likert Scales,Multiple Regression Analysis,Teacher Attitudes,Gender Differences,Teacher Behavior,Correlation

In this study, it was aimed to determine the relationship between teachers' leadership and emotional labour behaviours. The study was designed using correlational survey model. The sample of the study consists of 340 teachers working in primary, secondary, high and vocational high schools within the provincial capital of Mugla, Turkey, during the 2014-2015 academic year. The data was collected through application of the &quot;Teacher Leadership Scale&quot; and the &quot;Emotional Labour Scale.&quot; For the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis were used. According to the results of the study concerning the leadership behaviours, teachers think that the leadership behaviours of teachers are importantly necessary and that they frequently exhibit these behaviours. The results of the study concerning emotional labour indicate that teacher's exhibit naturally felt emotions dimension the most. This is followed respectively, by deep acting and surface acting dimensions. The views of teachers regarding emotional labour significantly differ according to gender, field and school type variables. Teachers' exhibition levels of leadership behaviours explain 4% of the total variance of their surface acting and deep acting behaviours, and 6% of their naturally felt emotions. [This article is presented in both English and Turkish.]