ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Strategies Adopted by Teachers in Multicultural Classrooms in Ex-Model C Secondary Schools in South Africa
Author: Athiemoolam, Logamurthie
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Multicultural Education,Secondary School Teachers,Foreign Countries,Racial Integration,Classroom Desegregation,Racial Discrimination,Teacher Attitudes,White Teachers,Minority Group Students

South Africa recently celebrated 24 years of desegregated schooling, with the majority of former White schools in the country now representative of the demographics of the country as a whole. It is with this background in mind that this study examines how teachers who taught pre-1994, when schools were monoethnic, and post-1994, when schools were multiethnic, have adapted their teaching strategies and approaches to cater to diversity within their classrooms. This research was based on the qualitative approach, which tends to view the world in terms of people, situations, events, and the processes that connect these; explanation is based on an analysis of how some situations and events influence others. For the purposes of this study, the lived experiences of teachers teaching in multiethnic learning environments were investigated. The rich, thick data elicited through in-depth interviews with 16 teachers that constituted the data set for the purposes of this study were interpreted and analyzed thematically. The findings reveal that although all the participants indicated that they were in favor of multiethnic schools, two groups of teachers espoused varying viewpoints in terms of how the diverse groups should be accommodated within ex-Model C (former White) schools. The study indicated that in addition to lacking the pedagogical knowledge and skills to engage successfully with diverse learners in multicultural classrooms, most White teachers do not see the need to change the teaching strategies that they used pre-1994, when schools were monoethnic and only catered to White learners.
Accessing Online Instruction amidst COVID-19 in Bangladesh: Barriers and Coping Strategies
Author: Khan1, Rubina
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Instructional Effectiveness,Access to Education,Undergraduate Students,Language Teachers,Teacher Attitudes,Student Attitudes,Technology Integration,Barriers,Internet,Costs,Coping,Private Colleges,Developing Nations,COVID-19,Pandemics,Foreign Countries

With the sudden onset of the COVID-19 pandemic and disruption of the education systems worldwide, private universities in Bangladesh transitioned to online classes to ensure continuity of education. Therefore, it was important to investigate the private university teachers' and students' perceptions regarding various dimensions of accessing online instruction and coping strategies used by teachers. A mixed-methods approach was used to collect data from 208 teachers and 674 students through questionnaires and focus group discussions. The findings indicate that teachers and students encountered several barriers, including unstable internet connection, costly internet packages, minimal support for teachers, issues with online assessment, and an unsuitable home environment. To combat existing problems related to assessment and to increase interaction in the classroom, teachers used a small range of coping strategies. Measures are suggested to ensure access to stable internet connectivity, financial support to students and teacher training on online pedagogy and assessment.
Affordances and Challenges of Mixed-Methods Needs Analysis for the Development of ESP Courses
Author: Park, Eun Jeong
Date: 2021-00-00
Type: Journal Articles
Subjects: Affordances,Needs Assessment,Mixed Methods Research,Curriculum Development,Curriculum Implementation,Curriculum Design,English for Special Purposes,Material Development,Instructional Improvement

This paper addresses the conceptions of needs analysis and mixed-methods research, and the affordances and challenges of mixed methods needs analysis in implementing ESP courses. Language researchers and educators maintain that a lack of identifying students' needs hampers the development and improvement of English language education in ESP. ESP teachers and educators may not be cognizant of utilizing needs analysis effectively in their classrooms. Hence, the purpose of the paper is to characterize mixed-methods needs analysis and recognize affordances and challenges of using needs analysis with the considerations of mixed methods in research on foreign and second language education. A systematic mixed-methods learner needs analysis can increase the rigour of course design, materials development, and the enhancement of curriculum and instruction. This paper also informs ESP educators, teachers, professionals, and researchers of the usefulness and practicality of mixed methods approaches in conducting needs analysis for ESP learners in the educational context.
Acquisition of English Discourse Markers by Chinese L1 Speakers Learning English in the US: Frequency and Social Impact
Author: Deng, Delin
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Chinese,Speech Acts,Native Speakers,Gender Differences,Social Networks,Influences,Age Differences,Language Usage,Young Adults,Chinese Americans

Sankoff et al. (1997) indicated in their research on discourse markers (DMs) used by anglophones in Montreal that the mastery of DMs is a good indicator of the non-native speakers' integration into the linguistic community. As DMs, especially the informal ones, are not taught explicitly in language classes, their acquisition could only be fulfilled by extracurricular contact with native speakers. Despite fruitful works done on DMs in both native and non-native speech, to our knowledge, most of them deal with only one or several DMs at a time without providing a comparable complete list of frequency of DMs in non-native speech. In this article, by exploring the data from 29 semi-guided sociolinguistic interviews conducted in English with nonnative speakers in the US, we established a list of frequency of 72 DMs employed by Chinese L1 speakers learning English. By conducting statistical tests, we examined the impact of some extralinguistic factors relevant to non-native speakers in their use of DMs. Our results showed that gender and social network are the two most influential factors for informal DMs, while the age factor seems to be the weakest for all DMs.
ESP Research Directions: Enduring and Emerging Lines of Inquiry
Author: Basturkmen, Helen
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Educational Trends,Educational Research,Trend Analysis,Case Studies,Teaching Methods,Teacher Education,Educational Needs,Linguistics,Inquiry

This paper identifies major strands of research interest in the ESP literature. Specifically, the review aims to highlight mainstay topics that have characterised research in this area as well as topics that are emerging in this field, or that have received rather limited research interest to date. Linguistic inquiry has been a major thrust of research endeavor, and this has largely been driven by the needs of ESP teachers for linguistic descriptions of specialist language use to inform the development of pedagogical descriptions of academic, workplace or professional English for use in instruction. The ESP literature is also rich in case studies of teaching that report practices in one setting. The review identifies a number of topics, such as learning ESP, ESP teaching practices across settings and ESP teacher education needs, which have received scant research interest. It is suggested that these are emerging avenues for research.
From Thunberg to the L2 Classroom: Public Speaking Techniques
Author: Miles, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Speaking,Second Language Learning,Second Language Instruction,Undergraduate Students,Climate,English for Academic Purposes,Activism,Speeches,Structural Analysis (Linguistics),Persuasive Discourse,Language Styles,Language Usage,Discourse Analysis,Teaching Methods,English (Second Language),Foreign Countries

To participate in the global conversation on how to combat climate change, Japanese university students need to better utilise their English for Academic Purposes (EAP) skills outside the second language (L2) classroom. Therefore, this study seeks to enhance the public speaking skills of Japanese university students by analysing and drawing from a series of recent speeches by Swedish climate-change activist Greta Thunberg. Being of a similar age and speaking in a second language, Thunberg resonates as a public speaker that Japanese university students can model. The research design for this study consisted of two phases. Initially, a structural analysis of Thunberg's speech transcripts was conducted, exploring her use of positive and negative message framing approaches. Secondly, an analysis of the persuasive discursive techniques (PDTs) used in her speeches was conducted, focusing on identifying established rhetorical devices such as &quot;tripling,&quot; &quot;contrasting,&quot; and &quot;personalising,&quot; as well as the use of &quot;inclusive language&quot; and &quot;exclusive language.&quot; This paper details and analyses the approaches and techniques used by Thunberg (framing and rhetorical) and then discusses how they can be taught to Japanese university students seeking to move beyond generic English language classroom presentations.
ESP Student Feedback - A Tool to Develop Both Students&apos; and Teachers&apos; Competences
Author: Dima, Viorela-Valentina
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Instruction,Second Language Learning,Competency Based Education,Economics Education,College Freshmen,Language Teachers,Value Judgment,Skill Development,21st Century Skills,Feedback (Response),Peer Evaluation,Foreign Countries

The current paper investigates how ESP teachers and learners may benefit from feedback exchange during the learning process. The article is a qualitative analysis of student feedback provided for ESP classes by learners from a Romanian economic university -- i.e. the Bucharest University of Economic Studies. Responses refer to: the development of (general and business) English skills, enhancing self- and peer awareness, benefits of peer cooperation. The analysis is undertaken by an interdisciplinary team comprising an English teacher and a psychologist and discusses the relevance of such assignments for the development of students' and teachers' competences. We place our analysis against the background of research on (language) teacher competences and (language) learner competences in professional frameworks developed in Europe, Asia, Australia, North America, highlighting the complex teacher and learner/ graduate profiles required across the world, as well as the contribution of feedback exchange skills to this profile.
Interactional Metadiscourse Markers in Applied Linguistics Reply Articles
Author: Saidi, Mavadat
Date: 2021-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Applied Linguistics,Research Reports,Academic Language,Journal Articles,Interpersonal Communication,Language Usage,Language Styles

A published research article is not the final product in the knowledge dissemination circle. One genre entailing negotiation of academic outcomes is reply articles which seem to carry an evaluative burden (Khosravi &amp; Babaii, 2017) and provide the academics with an opportunity to communicate their comments and criticisms on the published research findings. Nevertheless, it seems to have been underestimated compared to other genres in academic discourse communities. Attempting to fill this void, the current study attempted to investigate the frequency of interactional metadiscourse markers in 19 reply articles published in academic journals in applied linguistics from 2016 to 2021. Coding the interactional resources of Hyland's (2005) interpersonal model of metadiscourse revealed that self-mentions were the commonest interactional metadiscourse markers followed by hedges, boosters, engagement markers and attitude markers in the reply articles. The study contributes to the existing literature by corroborating the genre-specific nature of interactional metadiscourse and has implications for the academic reading and writing course designers and material developers.
Formative Assessment and Motivation in ESP: A Case Study
Author: Kerekovic, Snjezana
Date: 2021-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Student Motivation,Student Participation,Graduate Students,Engineering Education,Business English,English for Special Purposes,Second Language Instruction,Second Language Learning,Public Speaking,Instructional Effectiveness,Student Satisfaction

The paper presents a case study of an ESP course illustrating the implementation of formative assessment to increase students' participation and motivation. Formative assessment is an ongoing process teachers and students engage in while focusing on the learning goals and taking action to achieve them. It refers to monitoring students' learning and the in-process evaluation of student performance by the teacher and by peers providing ongoing feedback to both the teacher and the students. The &quot;Business English for Engineers&quot; course, designed for graduate students of mechanical engineering, focuses on developing the presentation skills of future mechanical engineers. The students enrolled on the course prepare presentations on engineering topics planned by the syllabus, thus taking direct responsibility for learning. The presentations are followed by questions and group discussions on the presented topics and are subsequently assessed by the rest of the students, the presenters themselves and the teacher. Apart from presentations, students are also assigned smaller tasks to do in class in pairs or groups. A grade in the form of points is attached to the delivered presentations and completed tasks, contributing to the student's final grade. The results of the questionnaire completed by the students at the end of the course show that such formative activities and assessment increased the students' motivation and participation in class.
LSP in European Projects: Recent Developments and Challenges in Language Policy and Practice
Author: Deyrich, Marie-Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Planning,Languages for Special Purposes,Discourse Analysis,Ethnography,Lifelong Learning,Correlation,Second Language Learning,Second Language Instruction,Foreign Countries,International Cooperation,Educational Cooperation,Student Mobility,Study Abroad,Employment Potential,Educational Policy,Faculty Development,Educational Needs,Multilingualism,Educational Finance,Guidelines,Networks,Partnerships in Education,Vocational Education,Higher Education,Content and Language Integrated Learning,Teaching Methods,Social Integration,Teacher Education,Second Language Programs

This article examines the relationship between European language policy and funded language learning projects in the field of LSP. We look at why and how the objectives were expressed, how the overall directions have evolved over the past decade, and how the LSP landscape has been redefined through research and implementation. Our discursive and ethnographic analysis is based on the framework texts published by Europe in the &quot;Lifelong Learning Programme&quot; and then in the &quot;Erasmus+ Programme.&quot; These institutional texts are put into perspective with the documents produced in the framework of three European projects in which we have participated: LILAMA (employability), INCLUDE (social inclusion), TRAILs (teacher training). Our analysis seeks to identify and explain the reasons that led to the shift from working on the needs of companies and employees to focusing on the needs necessary for implementation, which implies that interest is now focused on the training needs of the teachers involved in this context (Basturkmen, 2019) and on the challenges that remain to be met.
On the Use of Video Description in an Online Collaborative Writing Project with ESP Learners of Tourism Studies
Author: Ibáñez Moreno, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Audiovisual Aids,Electronic Learning,Virtual Classrooms,Collaborative Writing,Student Projects,Tourism,English for Special Purposes,Second Language Instruction,Second Language Learning,College Students,Student Motivation,Adults,Self Evaluation (Individuals),Peer Evaluation,Skill Development,Foreign Countries

This paper shows the results of a teaching innovation project, which consisted in providing students with a video description task, by which they could practise their written skills in a collaborative fashion in their &quot;English for Tourism&quot; university studies -- which enables them to obtain a B2 level. A total of 35 adult volunteers participated in this two-month project. Following a task-based approach, and by taking techniques from of audio description, students had to write, in pairs, the script of a touristic promotion clip of Iceland, providing an attractive and accurate description of the images that appeared on the screen, that is, situations proper of the tourism industry. In the second phase of peer review, students had to assess the other pairs' descriptions, and, finally, once revised by themselves and by the teachers, they had to vote for the best ones, with the aid of a rubric that helped them identify the main landmarks to take into account (lexicon, accuracy, etc.). The results show that the students not only enjoyed the task, which increased their motivation for writing in English, but they also obtained better results in the final exam tests than those who did not participate in this collaborative task.
Channeling John Dewey: What Would Vermont&apos;s Philosopher of Democracy Have to Say about Personalized Learning?
Author: Kesson, Kathleen R.
Date: 2021-08-00
Type: Journal Articles
Subjects: Educational Philosophy,Progressive Education,Individualized Instruction,Democracy,Community Development,Commercialization,Equal Education,Role of Education,Program Implementation,Barriers,Learning Experience,Influence of Technology,College Readiness,Career Readiness,Individual Development

In John Dewey's educational framework, the process and product are inseparable; achieving democratic ends cannot result from undemocratic means. For him, the full humanization of people depended not upon externally imposed curriculum and management systems, but rather on responding to the intrinsic needs, interests, and powers of the individual to be educated. The trend in many states on personalized learning, flexible pathways, and proficiency-based assessment, provides a foundation for transforming the conventional system of education, with its standardization, testing, and grading towards Dewey's vision of a more socially just, inclusive, and (small d) democratic system. So, what might Dewey have to say about personalized learning as a model with the potential to revolutionize the entrenched system? This essay addresses five problem-situations and questions that might merit his consideration: (1) the contradiction between personalization and the creation of democratic community-building; (2) corporate interest in personalized learning, and the 'perils of the personalized playlist'; (3) shifting from individual to ecological intelligence; (4) challenging the 'school-to-college-and-career' pipeline; and (5) personalization and the elusive quest for equity. Personalized learning is one of the most important developments in educational reform and renewal toward a more socially just, egalitarian system with the potential to engage students fully in their learning and in their communities. However, there are many pitfalls along the road to implementation, from the problem of stagnant mindsets and mental models to corporate hijacking of the discourses around personalization. This essay highlights ways that we might best avoid these snares, so that the full power of personalized learning might be realized.
Shadow Education Policy in Korea during the COVID-19 Pandemic
Author: Piao, Huiyan
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Policy,School Closing,Online Courses,Educational Technology,Government Role,Tutoring,Private Education,Policy Formation,Tuition,Partnerships in Education

Purpose: This study systematically reviews Korea's shadow education policies during the COVID-19 pandemic and the implications for shadow education policy development in the future. Design/Approach/Methods: In terms of approach, this policy review analyzes selected documents using the analytical framework of shadow education policies. Selected documents comprise recently revised decrees, policies, and regulations issued by the Korean Ministry of Education, as well as policy notices issued by the Korea Association of Hagwon. Data are supplemented by triangulation with news media content. Findings: This study identifies tutoring policies at the legal level in response to the COVID-19 pandemic. Government debate regarding shadow education largely centers on the closing of tutoring organizations and ensuring that online tuition fees adhere to government regulation. In respect to the expansion of the government-led shadow education partnership, the government's increasing role in education has served to restrict the shadow education market. Originality/Value: The Korean government has adjusted its shadow education policies in response to COVID-19, altering its legal and economic status. An examination of Korea's recent shadow education policies suggests future trends in the revision and development of shadow education in the country.
Norwegian Policy Initiative of Offering Free Homework Assistance in Schools
Author: Hu, Aihua
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Homework,Policy Analysis,Tutorial Programs,Elementary Education,Program Implementation

Purpose: Through reviewing an education policy blueprint in Norway, titled &quot;An Offer of Homework Assistance&quot; (issued by the Norwegian Directorate for Education and Training in June 2010), the present article aims to shed light on how Norway uses education as an arena to realize social equality and equity. Design/Approach/Methods: This is an analytical policy review. Findings: By examining the background, goals, contents, and implementation of the homework assistance program, we have found that the Norwegian government institutes evidence-based policies in education. Although there is criticism concerning the policy and its implementation, empirical evaluative investigations have found that it brings a variety of benefits. Originality/Value: The present article is useful to understand educational policymaking in Norway and how the country is making efforts to achieve social equality and equity through education.