ethanporcaro/eric-fulltext-meta huggingface dataset:
Emotionally Intelligent Learner Leadership Development: A Case Study
Author: Jansen, C. A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Instructional Leadership,Leadership Training,Case Studies,Research Methodology,Semi Structured Interviews,Student Leadership,Foreign Countries,Questionnaires,Qualitative Research,Statistical Analysis,Secondary School Students

A case study was conducted with a student leadership body of a private multicultural international secondary school in North-West Province , South Africa, to indicate that the emotional intelligence leadership development challenges of student leaders can be identified through a questionnaire as a measuring instrument, which can then be utilized in promoting training and development of student leaders. The questionnaire results were used to construct emotional intelligence leadership profiles for the 12 participating student leaders, followed by semi-structured interviews with them to verify the results qualitatively. The results of the questionnaire and two of the interviews are reported. It was established that it was possible to develop a reliable instrument to measure the emotional intelligence leadership development challenges of student leaders, which can be used in promoting their training and development.
Effects of Visual Analogies on Learner Outcomes: Bridging from the Known to the Unknown
Author: Spezzini, Susan
Date: 2010-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Masters Programs,Phonology,Graduate Students,Visual Stimuli,Teaching Methods,Concept Formation,Comparative Analysis,Course Evaluation,Student Evaluation,Surveys,Scores,Teacher Education Programs,Grades (Scholastic),Student Attitudes,Qualitative Research,Statistical Analysis,Likert Scales

This study examined the effects of visual analogies on learner outcomes in &quot;Phonology for ESL Teachers,&quot; a challenging course within a master's degree program at a prominent university in the southeastern United States. To reduce student anxiety, facilitate Saturday classes, and bridge from the known to the unknown, concrete images (train cars) were used to represent abstract ideas. Data were analyzed from course evaluations and exams of 70 students in two non-analogy courses (2004, 2005) and 114 students in three analogy-based courses (2007, 2008, 2009) and from an electronic survey completed by 64 former students (September 2009). Course evaluations improved, exam scores increased significantly, and participants reported significant increases in their use of visual analogies when teaching. Additional qualitative and quantitative data also suggested that the use of visual analogies positively influenced satisfaction, learning, and impact on teacher pedagogy. This study offers implications for instruction, assessment, and research.
In-Class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals
Author: Tsang, Annetta Kit Lam
Date: 2011-01-00
Type: Journal Articles
Subjects: Group Discussion,Reflection,Undergraduate Students,Dentistry,Health Education,Teaching Methods,Questionnaires,Student Satisfaction,Professional Development,Transformative Learning,Classroom Techniques,Likert Scales,Clinical Experience,Instructional Effectiveness,Educational Strategies,Foreign Countries

The primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n = 65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the University of Queensland Bachelor of Oral Health program iteratively over three years. Reflective practices were integrated with clinical practice, and were linked with assessment requirements. Students' perceptions of reflective group discussions were obtained via questionnaires and reflective essays. The key benefits of reflective group discussions perceived by students included peer learning, peer and/or tutor support and multi-perspective critical thinking. Students welcomed the inclusion of reflective group discussions into their curriculum, not as a substitute of, but rather, complementary to reflective writing. Students invoked that reflective writing and reflective group discussions were beneficial in different ways. The interactive, supportive and multi-perspective nature of reflective group discussions was particularly appealing to students.
The Habitus and Technological Practices of Rural Students: A Case Study
Author: Czerniewicz, Laura
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Technological Advancement,Rural Schools,College Students,Universities,Ethnography,Higher Education,Technology Uses in Education,Rural Areas,Computer Literacy,Information Technology,Technological Literacy,Social Capital,Cultural Capital,Interviews

This paper describes the habitus and technological practices of a South African rural student in his first year at university. This student is one of five self-declared rural students, from a group of 23 first-years in four South African universities, whose access to, and use of, technologies in their learning and everyday lives was investigated in 2011 using a &quot;digital ethnography&quot; approach. Their digital practices, in the form of their activities in context, were collected through multiple strategies in order to provide a nuanced description of the role of technologies in their lives. The student reported on here came from a school and a community with very little access to information and communication technologies (ICTs). While the adjustment to first year can be challenging for all students, the findings show that this can be especially acute for students from rural backgrounds. The study provides an analysis of one student's negotiation of a range of technologies six to nine months into his first year at university. Earlier theoretical concepts provide a lens for describing his practices through a consideration of his habitus, and access to and use of various forms of capitals in relation to the fields--especially that of higher education--in which he was situated.
Correcting Students' Written Grammatical Errors: The Effects of Negotiated versus Nonnegotiated Feedback
Author: Nassaji, Hossein
Date: 2011-00-00
Type: Journal Articles
Subjects: Error Correction,Grammar,Feedback (Response),Second Language Learning,Written Language,Adult Education,English (Second Language),Comparative Analysis,Form Classes (Languages),Speech Communication,Foreign Countries,Adult Students,Instructional Effectiveness,Second Language Instruction

A substantial number of studies have examined the effects of grammar correction on second language (L2) written errors. However, most of the existing research has involved unidirectional written feedback. This classroom-based study examined the effects of oral negotiation in addressing L2 written errors. Data were collected in two intermediate adult English as a second language classes. Three types of feedback were compared: nonnegotiated direct reformulation, feedback with limited negotiation (i.e., prompt + reformulation) and feedback with negotiation. The linguistic targets chosen were the two most common grammatical errors in English: articles and prepositions. The effects of feedback were measured by means of learner-specific error identification/correction tasks administered three days, and again ten days, after the treatment. The results showed an overall advantage for feedback that involved negotiation. However, a comparison of data per error types showed that the differential effects of feedback types were mainly apparent for article errors rather than preposition errors. These results suggest that while negotiated feedback may play an important role in addressing L2 written errors, the degree of its effects may differ for different linguistic targets.
Productive Horizontal Learning: A Study of Law Students' Engagement in Informal Peer Colloquia
Author: Vines, Arne
Date: 2010-01-00
Type: Journal Articles
Subjects: Meetings,Learner Engagement,Law Students,Informal Education,Qualitative Research,Case Studies,Foreign Countries,Student Attitudes,Student Experience,Student Journals,Focus Groups,Peer Groups,Legal Education (Professions),Group Activities

This article presents findings from a qualitative case study of informal peer groups (colloquia) in a Law programme at a major Norwegian university. The research question focused on how students perceived and experienced participation in peer colloquia, and the learning potential of such groupings is discussed in light of the formal study programme. The data source is twofold: diaries written by 20 law students and focus group interviews. The findings are discussed from a socio-cultural theory perspective, using Lave &amp; Wenger's concept of &quot;legitimate peripheral participation&quot;, and the relationship between the formal and the informal learning trajectories is one of the topics raised. Although the impact of informal peer groups on students' learning outcomes cannot be measured, the findings from this study show that they play a crucial role in the total learning environment and that attendance in such groups increases over the first three years, contrary to findings in previous studies. The final discussion of what conditions foster or hinder the development of informal group learning and the implications for practice are relevant for all areas of higher education.
The Effect of Focused Communication Tasks on Instructed Acquisition of English Past Counterfactual Conditionals
Author: Broszkiewicz, Anna
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Communication (Thought Transfer),Grammar,Comparative Analysis,Intervention,Instructional Effectiveness,Quasiexperimental Design,College Freshmen,Foreign Countries,Pretests Posttests,Statistical Significance,Statistical Analysis

One important controversy connected with the effectiveness of grammar teaching seems to have been resolved as there is ample empirical evidence testifying to the positive effect of form-focused instruction on second language acquisition (Nassaji &amp; Fotos, 2004; Norris &amp; Ortega, 2000; Spada, 1997, 2010). Nevertheless, there are still a number of problems open to debate and awaiting concrete solutions, such as how to establish connections between form and meaning and find the best way to teach grammar for implicit knowledge, which, in the opinion of most SLA researchers (Ellis, 2006a, p. 95) and according to numerous theoretical positions, is a key driver of linguistic competence. One of the options available to language educators is to employ focused communication tasks, which &quot;are designed to elicit production of a specific target feature in the context of performing a communicative task&quot; (Ellis, 2001, p. 21). The aim of the study reported in this article was to explore the effect of focused communication tasks on the instructed acquisition of English past counterfactual conditionals when compared with contextualized practice activities. The results of two types of intervention were measured employing a number of data collection instruments with a view to tapping both the explicit and implicit knowledge of the participants of the study. Both types of instructional treatment were equally effective in helping learners develop the explicit knowledge of past unreal conditionals, but when it comes to the implicit knowledge of the aforementioned structure, the group instructed by means of focused communication tasks outperformed the other experimental group and the control group, as evidenced by the results obtained from the individually elicited imitation test and the focused communication task performed in pairs.
Teaching English Tense and Aspect with the Help of Cognitive Grammar: An Empirical Study
Author: Bielak, Jakub
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Grammar,Morphemes,Quasiexperimental Design,Verbs,Semantics,Pretests Posttests,Experimental Groups,Control Groups,Teaching Methods,High School Students,Foreign Countries,Cognitive Processes,Statistical Analysis

Form-focused instruction is usually based on traditional practical/pedagogical grammar descriptions of grammatical features. The comparison of such traditional accounts with cognitive grammar (CG) descriptions seems to favor CG as a basis of pedagogical rules. This is due to the insistence of CG on the meaningfulness of grammar and its detailed analyses of the meanings of particular grammatical features. The differences between traditional and CG rules/descriptions are exemplified by juxtaposing the two kinds of principles concerning the use of the present simple and present progressive to refer to situations happening or existing at speech time. The descriptions provided the bases for the instructional treatment in a quasi-experimental study exploring the effectiveness of using CG descriptions of the two tenses, and of their interplay with stative (imperfective) and dynamic (perfective) verbs, and comparing this effectiveness with the value of grammar teaching relying on traditional accounts found in standard pedagogical grammars. The study involved 50 participants divided into three groups, with one of them constituting the control group and the other two being experimental ones. One of the latter received treatment based on CG descriptions and the other on traditional accounts. CG-based instruction was found to be at least moderately effective in terms of fostering mostly explicit grammatical knowledge and its effectiveness turned out be comparable to that of teaching based on traditional descriptions.
Teacher Beliefs and Practices of Grammar Teaching: Focusing on Meaning, Form, or Forms?
Author: Uysal, Hacer Hande
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Teacher Attitudes,Language Attitudes,Second Language Instruction,English (Second Language),Grammar,Questionnaires,Focus Groups,Beliefs,Preferences,Teaching Methods,Educational Practices,Pattern Drills (Language),Elementary School Teachers,Interviews

Despite the worldwide curriculum innovations to teach English through meaning-focused communicative approaches over the years, studies report that most language teachers still follow transmission-based grammar-oriented approaches. It is known that the success of any curriculum innovation is dependent on teachers. Therefore, given that teaching grammar has always been a central, but problematic domain for language teachers, what teachers believe and do regarding grammar instruction is an important issue that needs to be investigated. However, studies that research teachers and their grammar teaching are rare, and almost non-existent at the elementary-level English teaching contexts. Therefore, through a questionnaire given to 108 teachers and a focus-group interview, the present study investigated Turkish primary-level English language teachers' beliefs and practice patterns of teaching grammar, and the reasons behind these patterns. The results revealed that teachers predominantly prefer the traditional &quot;focus-on-formS&quot; approach, which indicates a serious clash with teachers and curriculum goals, on the one hand, and theoretical suggestions on the other. The paper ends with discussions and suggestions for teacher education and language policy-making.
Teachers' Experience of the Implementation of Values in Education in Schools: &quot;Mind the Gap&quot;
Author: Ferreira, C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Experience,Program Implementation,Values Education,Constructivism (Learning),Praxis,Semi Structured Interviews,Theory Practice Relationship,Hidden Curriculum,Educational Strategies,Knowledge Level,Developing Nations,Qualitative Research,Phenomenology

In many societies violence, crime and intolerance have become an everyday reality. In this context teachers are responsible for facilitating values in education. The study aimed to investigate teachers' experiences of the implementation of values in education in classroom praxis. Constructivism was used as conceptual framework. Data were collected by means of interviews with 14 participants. The findings revealed that there was a gap between policy makers' intentions and teachers' perspectives. This gap related to the teachers' poor understanding of the concept &quot;values in education&quot;, exacerbated by a lack of reflexivity about the issue; a failure to address the influence of teacher identity on values in education; a need for suitable training; a lack of knowledge on how to address practical challenges with values in education or how to consider the hidden curriculum, and how to use different strategies effectively to facilitate values in education. Our main conclusion is that education initiatives so far have had little impact on the implementation of values in education in selected schools. Recommendations for improvement are made.
Age Effects on the Acquisition of Nominal and Verbal Inflections in an Instructed Setting
Author: Pfenninger, Simone E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Age Differences,Second Language Learning,Morphology (Languages),English (Second Language),Statistical Analysis,Qualitative Research,Accuracy,Receptive Language,Associative Learning,Semantics,Morphemes,Memory,German,Dialects,Middle School Students,Foreign Countries

This study examines evidence for the hypothesis (e.g., Muñoz, 2006) that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written performance and competence tasks by 100 early classroom learners and 100 late classroom learners of the same age. While an earlier age of first exposure and a longer instructional period was not associated with higher accuracy scores, the findings suggest distinct patterns in the productive and receptive knowledge abilities of inflectional morphology; the late classroom learners' superiority seems to be rooted in their greater reliance upon memory-based item-by-item associative learning, as they are significantly stronger on tasks that might cause semantic difficulties, whereas the early classroom learners are marginally better on pattern-based processes for certain morphemes. This finding possibly supports Ullman's (2005) proposal that, as procedural memory declines with age, older starters have difficulty in discovering regularities in the input and thus over-rely on the declarative memory system in L2 learning.
Introducing Problem-Based Learning (PBL) into a Foundation Programme to Develop Self-Directed Learning Skills
Author: Malan, Sharon B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Lifelong Learning,Teaching Methods,Qualitative Research,Independent Study,Interviews,Student Attitudes,Skill Development,Observation,Learning Processes,Case Studies,Constructivism (Learning),Evaluation Research,Science Education,Mathematics Education,Disadvantaged,Self Management,Higher Education,Foreign Countries,Undergraduate Students,Program Descriptions

This article reports on the qualitative aspects of a study that examined whether introducing a &quot;Problem-based Learning&quot; (&quot;PBL&quot;) approach in a one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills. This interpretive constructivist case study was located in evaluation research. Data were collected by means of classroom observations and interviews with 35 students and 14 former students. Findings indicated that introducing students to a PBL approach did promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. The sustainability of the meaning-directed learning skills was questionable if student beliefs in the approach did not support the activities employed. Introducing PBL into a foundation programme can develop self-directed learning skills in students and set in motion a process of growth towards lifelong learning.
I Think (That) Something's Missing: Complementizer Deletion in Nonnative E-Mails
Author: Durham, Mercedes
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Mail,English (Second Language),Second Language Learning,Comparative Analysis,Native Speakers,French,German,Italian,Syntax,Foreign Countries,Medical Students,Student Organizations,Verbs,Morphemes

Sociolinguistic competence is not often examined in nonnative English acquisition. This is particularly true for features where the variants are neither stylistically nor socially constrained, but rather are acceptable in all circumstances. Learning to use a language fully, however, implies being able to deal with this type of &quot;difficulty,&quot; and understanding what type of variable features nonnative speakers acquire with ease and which ones they do not may help us better understand more general processes of second language acquisition. By comparing the rates of complementizer deletion of nonnative to native speakers and examining their distributions across various internal and external factors, this paper addresses these issues and offers an example of acquisition of what is, in some ways, an invisible variant. Furthermore, by focusing on a Swiss student association, the paper is also able to compare the patterns of French, German and Italian native speakers, to examine to what extent they differ in English.
In &quot;Other&quot; Words: Some Thoughts on the Transferability of Collocations
Author: Odlin, Terence
Date: 2011-00-00
Type: Journal Articles
Subjects: Interference (Language),Verbs,Syntax,English (Second Language),Greek,Language Patterns,Finno Ugric Languages,Swedish,African Languages,Black Dialects,Polish,Nonstandard Dialects

In discussions of cross-linguistic influence (also known as language transfer), the focus is usually on the influence of a particular structure in a particular instance of language contact, for instance, the negative transfer of serial verbs by Vietnamese learners of English: &quot;She has managed to rise the kite fly over the tallest building&quot; (Helms-Park, 2003). Even so, as Helms-Park acknowledges, serial verb constructions can and do surface in contact situations besides the one she studied in Canada, and they can involve speakers of different languages. While serial verb constructions have unique syntactic traits, the same point about the transferability of multiword constructions in different contact settings is applicable in other instances and with collocations that can be viewed as unique in their lexical as well as syntactic characteristics. The following article considers such a case, based in part on this author's own teaching experience but also on transfer research from other settings as well. After a discussion of a collocation that Odlin calls the repeated &quot;other&quot; pattern found in different settings, he briefly considers other cases of transfer having lexical and syntactic peculiarities and appearing in more than one contact situation. There will also be some discussion of factors that transfer researchers and language teachers would do well to consider.