ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of On-Site Testing with Online Testing during the COVID-19 Pandemic
Author: Stradiotova, Eva
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Test Format,Synchronous Communication,Physical Environment,Environmental Influences,Scores,Language Skills,Language Tests,English (Second Language),College Freshmen,Integrated Learning Systems,COVID-19,Pandemics,Foreign Countries

In the paper, we deal with the comparison of the evaluation of students' language skills in two environments, on-site and online. Testing took place through the moodle platform, where we used e-test, during the first and second waves of the pandemic. The main aim of the research was to find out what impact the environment in which the testing takes place has on the test results, i.e. in which environment students achieved better results. Printed tests were used for on-site testing. The on-site testing took place in the academic years 2018/2019 (summer term) and 2019/2020 (winter term). The online testing took place in the academic years 2019/2020 (summer term) and 2020/2021 (winter term). We compared the results of the testing, which took place in person at the university, with the results that the students achieved during the online testing. In the research of testing, we used the method of quantitative analysis and descriptive statistics, which allow us to better understand the correlation between the results obtained in onsite and online testing. Based on the data analysis, we confirmed the alternative hypothesis H1: Students who took part in on-site testing achieve better results than students who took part in online testing. Testing results show that students achieve better results in on-site testing than in online testing.
Metacommunication in the Context of Speech Influence Optimisation
Author: Kryvoruchko, Sergiy
Date: 2019-00-00
Type: Journal Articles
Subjects: German,Dialogs (Language),German Literature,Pragmatics,Speech Communication,Speech Acts

The present article focuses on studying metacommunication as a multi-dimensional self-reconfiguration endless symbolic process and its mechanisms of realising and optimising dynamic speech influence in German dialogue discourse within the anthropocentric framework of pragmalinguistics. Special emphasis has been laid on revealing the functional nature of metacommunication as phatic communication and as communication about communication, sustainably enhancing speech impact in a dialogue discourse environment. On the methodological basis of contextual, intentional, speech act and discursive implicature analyses the authors determine and define speech means that prove to be conducive to interlocutors' succeeding in speech acts as perlocutionary optimisers. The research material is represented by fragments of the dialogue discourse containing such tools of perlocutionary optimisation, collected by continuous sampling from German works of literature, where characters' speech is close to day-to-day conversational communication. The procedure of the given research comprised the analysis of discursive fragments in which the realisation of speech acts of various illocutionary types (potentially) results in communicative failures followed by studying metacommunicative utterances produced by the speaker to correct (or to prevent) the undesirable effects of his/her (potential) unsuccessful speech acts as perlocutionary optimisers. Realising the metacommunicative contactive speech act, they solve two blocks of tasks that contribute to the effective implementation of speech impact in the discourse: technically ensuring the uninterrupted flow of communication and additional intensifying the intended speech influence on the interlocutor, which is referred to as perlocutionary intensification. Based on this, the article offers a brief overview of the main technical tasks of perlocutionary optimisers, as well as a detailed analysis of the pragma-discursive features of perlocutionary intensifiers, namely: determining the way of their discursive realisation; distinguishing their pragmatic types depending on the object of influence; substantiating their position relative to other speech acts in verbal interaction, and describing the relevant situations of their functioning in the contemporary German dialogue discourse.
Dialogic Interactive Speaking Skills Assessment in the Experiential Teaching of Technical English to Tertiary School Students
Author: Liubashenko, Olesia
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Methods,English for Special Purposes,Language Skills,Intercultural Communication,Language of Instruction,Alternative Assessment,Grammar,Communicative Competence (Languages),Foreign Countries,English (Second Language),Evaluation Criteria,Student Evaluation,Pragmatics,Language Styles,Dialogs (Language),Nonverbal Communication,Verbal Communication,Second Language Learning,Second Language Instruction

The article discusses the outcomes of the research on dialogic interactive skills assessment in teaching Technical English to tertiary school students. The authors propose to implement dialogic collaborative interaction as both the medium of instruction and an alternative assessment tool. Theoretically, the study relies on the assumption that Technical English speaking skills acquisition is carried out through different types of communicative interaction and collaborative dialogic interaction in particular. The procedure proposed for speaking skills assessment has been primarily targeted at sustaining oral collaborative interaction along with assessing students' communicative competence. The research represented relies on the experimental teaching English speaking skills to the 1st year Bachelor's students (n=84) at Igor Sikorsky Kyiv Polytechnic Institute. The assessment criteria include conformity of utterances to the topic; speaking tempo; relative grammatical, lexical and phonetic accuracy; cohesion and coherence; compliance with the stylistic and etiquette conventions of English; diversity of grammatical and lexical devices for reaching mutual understanding between the dialogue participants; the interlocutor's speaking initialisation; reaching consensus; and background knowledge deduction. The results of the research confirm that the assessment procedure introduced contributes to boosting oral production if the techniques of supporting collaborative dialogic interaction are applied by the interlocutors. Collaborative dialogue positively affects the development of students' communicative competence and acquisition of such skills as perceiving, understanding and decoding the content of oral texts, identifying the communicative purpose of interlocutor's utterances through analysing verbal and non-verbal means; defining the style and genre of utterances and aligning them with stylistic registers in English.
Community-Based Ocean Literacy: Four Examples of Ocean Optimism from Mi&apos;kma&apos;ki/Atlantic Canada
Author: Ostertag, Julia
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Education,Oceanography,Foreign Countries,Social Action,Indigenous Populations,Indigenous Knowledge,Environmental Education,Program Descriptions

In this article, we consider the role of ocean literacy in coastal communities as an approach that fosters relevant, community-based learning. We also propose solutions to challenges facing human-ocean relationships by cultivating common understanding and collective action. We present four examples of community-based ocean literacy in Mi'kma'ki/Atlantic Canada demonstrate how intersectional approaches to ocean literacy that are context-specific and responsive to community priorities can foster healthier human-ocean relationships: (1) Oceans Week Halifax's organization of community events to strengthen human-ocean relationships; (2) the Apoqnmatulti'k (Mi'kmaw: we help each other) project's partnerships between Mi'kmaq and local knowledge holders and academia; (3) Fishing For Success's (Newfoundland and Labrador) inclusive approaches to connecting marginalized communities to the ocean; and (4) the Co-Existing With North Atlantic Right Whale Project's protection of whales without jeopardizing coastal community livelihoods. Without denying there are barriers to bridging community learning with formal education, we focus on opportunities for collaborations and the importance of ocean optimism in guiding these urgently needed efforts to benefit future community-based, ocean-focused, and solutions-orientated initiatives.
English Vers Libre Prosody (Auditory Analysis Results)
Author: Morgunova, Olga
Date: 2019-00-00
Type: Journal Articles
Subjects: Intonation,Pronunciation,Language Variation,Suprasegmentals,Oral Language,English,Written Language,Contrastive Linguistics,Role,Correlation,Language Rhythm,Syllables,Literary Genres,Acoustics,Phonetics

The paper focuses on the vers libre prosody taking into account the auditory aspect of its oral actualisation. The main hypothesis of the study is that vers libre is constituted with a range of definite stable prosodic features that allow referring it to versification and at the same time to something different from a metered text and prose. Stimuli include written and oral presentations of vers libre. Some prosaic extracts have been analysed to compare them with vers libre. In addition, vers libre has been written as a piece of prose (pseudo-prose) and recited orally by native speakers having RP pronunciation. The prose has been written as vers libre, i.e. divided into lines (pseudo-verse), and cited as a verse. It helps identify the role of prosodic features in constituting vers libre specificity. The authors come to the conclusion that vers libre is correlated with a rather comprehensive set of prosodic features that determine its specificity. The quality of the &quot;poetic speech&quot; is formed by all components of its prosodic structure. The most important poetic features of vers libre are presented by its accent system and rhythmical structure. The accentual features include decentralisation of an accent in free verse lines; the rhythmic dominant on the last ictus in the line; an additional emphasis in polysyllabic words. The typical rhythmic structures in the vers libre are monosyllabic 1/1, disyllabic 2/2, 2/1, three-syllabic 3/2, 3/3 and four-syllablic 4/3 ones. The difference between vers libre and prose is demonstrated mainly by temporal and pausal features.
Computer Adaptive Language Testing According to NATO STANAG 6001 Requirements
Author: Gawliczek, Piotr
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Adaptive Testing,Language Tests,Second Language Instruction,Second Language Learning,Armed Forces,Military Training,Foreign Countries,Standards,Military Personnel,Mathematics,Computation,Test Length,Measurement,Accuracy,Test Items,Scoring,Test Results

The article deals with the innovative, cutting age solution within the language testing realm, namely computer adaptive language testing (CALT) in accordance with the NATO Standardization Agreement 6001 (NATO STANAG 6001) requirements for further implementation in foreign language training of personnel of the Armed Forces of Ukraine (AF of Ukraine) in order to increase the quality of foreign language testing. The research provides the CALT method developed according to NATO STANAG 6001 requirements and the CALT algorithm that contains three blocks: &quot;Starting point&quot;, &quot;Item selection algorithm&quot;, &quot;Scoring algorithm&quot; and &quot;Termination criterion&quot;. The CALT algorithm has an adaptive ability, changing a complexity level, sequence and the number of items according to the answers of a test taker. The comparative analysis of the results of the CALT method piloting and the paper-and-pencil testing (PPT) in reading and listening according to the NATO STANAG 6001 requirements justifies the effectiveness of the three-level CALT method. It allows us to determine the following important benefits of CALT: test length reduction, control of measurement accuracy, objective assessment, improved test security, generation of a unique set of items, adaptive ability of the CALT algorithm, high motivation of the test takers, immediate score reporting and test results management. CALT is a qualitative and effective tool to determine test takers' foreign language proficiency level in accordance with NATO STANAG 6001 requirements within the NATO Defence Educational Enhancement Programme. CALT acquires a special value and relevance in the context of the global COVID-19 pandemic.
A Phenomenological Study: Speaking Anxiety Overwhelms English Learners
Author: Hutabarat, Asna
Date: 2019-00-00
Type: Journal Articles
Subjects: Anxiety,English (Second Language),Second Language Learning,High School Students,Student Attitudes,Speech Skills,Self Efficacy,Coping,Video Technology,Classroom Environment,Rural Schools,Student Evaluation,Foreign Countries

This study aims to determine the sources that cause speaking anxiety overwhelms English learners. It is a qualitative in nature and focuses on learners' speaking anxiety. The samples of the research are composed of senior high school students who deal with speaking anxiety. The primary data-gathering method is interview through semi-structured questions. The data were collected by in-depth face-to-face interview with 10 participants; the data were analyzed by determining the themes and description. The gathered data were analyzed using coding and verbatim quotes from research respondents. The results show 3 themes regarding sources that cause Speaking anxiety: Limitations of English Exposure, Fear of Negative Evaluation, and Learning Condition. It is undeniable that attitude holds an imperative role in learning to speak English. The results show two themes regarding learners' attitude in causing them to become anxious whenever they speak English; the themes are self-inferiority and fear of making mistakes. Despite sources that cause learners to be anxious in speaking English, they find ways to reduce their anxiety in speaking English and from this study, there are two themes found regarding ways to reduce anxiety; they are: Media intervention and Establish learning support. [Note: The page range (44-58) shown on the PDF is incorrect. The correct page range for this article is p44-59.]
Improving Students&apos; Language Skills in Business English Course: Experimental Study
Author: Hrdlicková, Zuzana
Date: 2021-00-00
Type: Journal Articles
Subjects: Business English,English for Special Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Figurative Language,Literacy,Vocabulary Development,Teaching Methods,Reading Comprehension,Reading Achievement,Comparative Analysis,Online Courses,Integrated Learning Systems,Language Tests,Advanced Students,Undergraduate Students,Instructional Effectiveness,Blended Learning

It is evident from the PISA 2018 results that a trend in mean performance in reading has been declining in the Slovak Republic. The KEGA Project &quot;Idioms in Business Communication&quot;, run at the Department of English Language, aims at improving reading literacy, widening formal and informal vocabulary and facilitating business communication. Both traditional and modern styles of language teaching are used. The control group of students does a traditional course and the experimental group of students enrols in a &quot;Business Communication&quot; e-course on LMS Moodle platform, as well. With the use of the Internet and supporting materials, this group is involved in various activities. The paper compares the study results of 144 first-year and 97 second-year students of the University of Economics in Bratislava achieved in departmental standardised business English tests after completing three courses in business English for advanced students. The method of Hypothesis Testing (t-Test) assesses the significance of the difference between the levels of knowledge of both groups. The research findings prove that the experimental group of students achieved better results in final evaluation than the control group of students. The results also confirm that an alternative form of business English teaching was effective.
A Seasonal Comparison of the Effectiveness of Parent Engagement on Student Literacy Achievement
Author: Hillier, Cathlene
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Academic Achievement,Literacy,Summer Programs,Socioeconomic Status,Predictor Variables,Parent Aspiration,Family Environment,Educational Resources,Parent Child Relationship,Foreign Countries,Elementary School Students,Standardized Tests,Reading Tests

Parent engagement is often promoted as a remedy for reducing achievement gaps between students from high socio-economic and low socio-economic backgrounds. However, researchers have found mixed results when examining parent engagement and student outcomes. Drawing on a study investigating the effectiveness of summer literacy camps offered by schools in Ontario, I compare the influence of parent engagement on two outcomes: (1) spring snapshot of cumulative learning; and (2) summer literacy growth/loss. In considering summer learning in regression analysis, I aim to investigate the effect of parent engagement without the influence of schools during the academic year. Out of 14 parent engagement measures, I find only three (parents' aspirations, home resources, discussions of school with children) are positive predictors of spring literacy outcomes and that none predict summer literacy growth/loss. Family socio-economic status remains a powerful predictor of achievement for both outcomes. I interpret my findings within three proposed mechanisms of parent engagement: cultivation ethic, realist reaction, and expressive logic.
Effect of Online Modules on Pre-Service Teacher Mental Health Literacy and Efficacy toward Inclusive Practices
Author: Gilham, Chris
Date: 2021-00-00
Type: Journal Articles
Subjects: Mental Health,Knowledge Level,Health Behavior,Self Efficacy,Preservice Teachers,Inclusion,Help Seeking,Social Bias,Mental Disorders,Teacher Responsibility,Student Needs,Special Needs Students,Foreign Countries,Equal Education,Teacher Effectiveness,Preservice Teacher Education,Stress Variables,Elementary Secondary Education

Mental health literacy (MHL) for pre-service teachers seeks to improve knowledge and help-seeking behaviours and decrease stigma. Increased MHL may also change perceived stress and self-efficacy for inclusive practices. This cohort study evaluates the impact of an online MHL resource for educators, embedded within a mandatory Bachelor of Education (BEd) course, on pre-service teachers' MHL, perceived stress, and teacher efficacy toward inclusive practices. Seventy-one pre-service teachers completed the course as well as pre-and post-surveys. Results demonstrated significant and substantial improvements on knowledge, help-seeking, and perceived efficacy for inclusive practices. Increased MHL may be an effective approach in meeting the requirements of inclusive education.
Realising That the Out-of-School Environment Could Influence the Development of Foundation Phase Learners&apos; Literacy Skills
Author: Hugo, Anna J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Language Acquisition,Language Skills,Skill Development,Primary Education,Young Children,Family Environment,Family Size,Rural Areas,Socioeconomic Status,Parent Participation,Community Role,Grandparents,Siblings,Learning Motivation,Academic Achievement,Foreign Countries

Background: In this article, an analysis is done of the out of school factors of Foundation Phase learners that could influence the proper development of these learners' language abilities. Specific reference is made to the home environment of Foundation Phase learners in rural Mpumalanga. Aim: This article aims to draw attention to the fact that there are many factors in the out-of-school environment of Foundation Phase learners that could influence the young learners' ability to develop their language skills and language abilities well. Setting: This article relates to the out-of-school environment of Foundation Phase learners with specific reference to the influence of the environment at home of Foundation Phase learners in four schools in rural Mpumalanga. Bronfenbrenner's ecological system's theory is incorporated as it explains the home environment as the microsystem in a child's life. The home is the place where a child's first and vital education takes place and where the acquisition of language skill begins. Methods: In this article, sections from a qualitative research project, as well as a literature review were used. Results: The results show that there are many factors in the out-of-school environment of Foundation Phase learners that could influence the development of the learners' language skills and language abilities. Conclusion: The authors argue that if teachers and other school staff members are aware of the many aspects arising from the out-of-school environment that could influence young learners' well-being and progress, especially with regard to language abilities at school, they could help to address and overcome the unconstructive language influences in the lives of their young custodians.
Teachers&apos; and Middle Managers&apos; Experiences of Principals&apos; Instructional Leadership towards Improving Curriculum Delivery in Schools
Author: Chabalala, Grace
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,Administrator Role,Principals,Elementary School Teachers,Secondary School Teachers,Instructional Leadership,Leadership Effectiveness,Curriculum Implementation,Delivery Systems,Professional Development,Middle Management,Foreign Countries

Background: This study was designed to explore teachers' and middle managers' experiences regarding their principals' instructional leadership practices aimed at improving curriculum delivery in schools. Literature on instructional leadership indicates how failing schools can be turned around to become successful if principals consider instructional leadership to be their primary role within schools. The authors, therefore, argue that it is the responsibility of principals to ensure that learners' results are improved through intervention and support provided by the principals to capacitate teachers and middle managers in delivering the curriculum effectively. Globally, literature promotes the significance of the continued professional development of teachers, and many scholars allude to the pivotal role principals or school heads play in teachers' skills advancement. Aim: The aim of this article was to identify principals' instructional practices that improve curriculum delivery in schools, which are examined through the experiences of teachers and middle managers. Setting: The study was conducted in two schools in the Gauteng province of South Africa. Method: The researchers employed a qualitative approach, utilising three domains of instructional leadership as its framework, and these are defining the school mission statement, managing the instructional programme and promoting a positive school learning climate. Four teachers and four middle managers were purposefully selected at two schools for data collection conducted through semi-structured individual interviews, which were analysed using thematic content analysis. Results: Three themes emerged, namely, understanding good instructional leadership practices, teacher development as an instructional practice and instructional resource provisioning. Conclusion: The study highlights the importance of teachers and middle managers in understanding that principals are merely not school managers or administrators, but rather instructional leaders whose primary role is to direct teaching and learning processes in schools. Principals need to create time within their constricted schedules to become instructional leaders, which is their main purpose in schools. If the roles and responsibilities of middle managers are not explicit, their ability to simultaneously perform the dual task of being teachers and middle managers will be compromised.