ethanporcaro/eric-fulltext-meta huggingface dataset:
Directive Speech Acts of Asian Characters in the Movie &quot;Shang-Chi and the Legend of the Ten Rings&quot;: Pragmatic Structures and Directive Strategies
Author: Jarudecharat, Jeerapan
Date: 2023-00-00
Type: Journal Articles
Subjects: Speech Acts,Pragmatics,Films,Asians,Discourse Analysis,Preferences,Scripts,Taxonomy

Superhero films have become a popular cinematic genre that has attracted the attention of scholars, many of whom focus on the films' dialogues. Through a pragmatic approach, this small-scale study investigates how directive speech acts are represented by the three Asian characters in the superhero movie &quot;Shang-Chi and the Legend of the Ten Rings.&quot; Based on previous research, the directive speech acts in the film were extracted and analyzed, and a directive classification taxonomy was created to categorize pragmatic structures and strategies of directive speech acts. Of 342 directive utterances, the characters tend to favor both [H] and (S) oriented structures with more preference toward Single[H] and (S)+[H] structures. Of the 5 directive strategies, &quot;Nonsentential,&quot; &quot;Direct,&quot; and &quot;NonConventionally Indirect/Hint&quot; are the preferred strategies over the &quot;Conventionally Direct&quot; and &quot;Hybrid ones.&quot; Such preference could be mapped along the directness continuum from the most direct force strategy, Direct directive strategy, to the least direct force strategy, &quot;Non-Conventionally Indirect/Hint.&quot; The findings may contribute to further exploration of pragmatic features, especially the linguistic constructions of the &quot;Nonsentential&quot; directive strategy and its function in films, and movie script writing.
Readability of Reading Passages in the General Aptitude Test (GAT) and English Textbooks for the Upper Secondary Level in Thailand by Using Coh-Metrix
Author: Gamla, Wichien
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Comparative Analysis,Readability,Reading Tests,Language Tests,Aptitude Tests,Instructional Materials,Reading Instruction,Foreign Countries

This study aimed to compare the readability levels of the reading passages in the General Aptitude Test (GAT) and those of English textbooks for the Upper Secondary Level in Thailand. The corpus of the General Aptitude Tests (C-GAT) was compiled from 70 reading passages on GAT test papers from 2009-2021, and the corpus of English textbooks (C-ET) was compiled from 66 English textbook series. The data were quantitatively analyzed to investigate the readability levels of the reading passages in the two sets of corpora. The instrument of this study was Coh-Metrix--a common core text ease and readability assessor. The data were analyzed based on 11 categories of language characteristics divided into 106 indices. The results showed that the reading passages in the C-ET were easier than those in the C-GAT in 10 out of 11 categories with significant mean values in 4 categories: text easability principal component scores, referential cohesion, connectives, and word information. As a result, it can be concluded that the readability levels of the teaching and testing materials were incongruent. Thus, English textbook designers, English teachers, and test developers need to concentrate on the relationship among reading passages used in both national tests and English textbooks in order to achieve the right balance between students' English reading skills and results of the tests.
Stakeholders&apos; Perceptions Related to Technology Acceptance of &quot;Reading Progress&quot; in Microsoft Teams: A Case Study of a Trilingual Program at a Secondary School in Thailand
Author: Taylor, Pimsiri
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Multilingualism,Computer Assisted Instruction,Pronunciation Instruction,Teaching Methods,Secondary School Students,Teacher Attitudes,Technology Uses in Education,Administrator Attitudes,Computer Software,Student Attitudes,Usability,Technological Literacy

This study was derived as part of collaborative projects between the Language Institute Thammasat University and Microsoft Thailand with an objective to empower English language educators and learners with innovative technologies. The aim of the study was to explore stakeholders' perceptions related to technology acceptance of &quot;Reading Progress&quot; in Microsoft Teams. By using one Trilingual Program at a Secondary School in Thailand as a case study, this study adopted a qualitative approach to investigate technology acceptance of 9 EFL students, 2 EFL teachers, and 1 program administrator in the studied program using focus group interview data. Grounded within Technology Acceptance Model (TAM), the findings revealed that all participants perceived &quot;Reading Progress&quot; as a computer-assisted pronunciation training (CAPT) tool, with the EFL teachers and program administrator also viewing &quot;Reading Progress&quot; as a teaching assistant tool for personalized teaching and learning. The perceived usefulness resulted from the participants' perceived ease of use of &quot;Reading Progress.&quot; However, familiarity with technology and perceived enjoyment also played a significant role in understanding technology acceptance in the studied EFL context. The study provided implications for future research in similar contexts including English language education and educational technology.
Effects of Raters&apos; L1, Assessment Experience, and Teaching Experience on Their Assessment of L2 English Speech: A Study Based on the ICNALE Global Rating Archives
Author: Ishikawa, Shin'ichiro
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Evaluators,Teaching Experience,Speech,Student Evaluation,Native Speakers,Scores,Individual Characteristics,College Students,Foreign Countries

TESOL practitioners, especially in Asia, tend to believe that reliable assessment of students' L2 English speech can be done solely by L1 English native speakers with sufficient teaching and assessment experiences. Such a belief, however, may need to be reconsidered from a new perspective of &quot;diversity and inclusivity.&quot; This study used data from the ICNALE Global Rating Archives, a newly compiled assessment dataset, to examine the degree of the effects of raters' L1, assessment experience, and teaching experience on their assessment of Chinese, Japanese, and Thai learners' L2 English speech. The quantitative analyses showed that (1) raters' L1 significantly influenced the assessment scores for all three learner groups, but the difference between native speaker raters and non-native speaker raters was not clear, (2) raters' assessment experience influenced the scores only for Japanese learners, and (3) raters' teaching experience did not significantly influence the assessment scores for any of the three learner groups. These findings, which cast doubt on the dependence on native speaker raters alone, suggest the need to involve a greater variety of raters in L2 speech assessment.
Effects of Structural Priming and Lexical Residual Activation on the Acquisition of the English &quot;Noun + Relative Clause&quot; by L1 Chinese Learners
Author: Li, Xueli
Date: 2023-00-00
Type: Journal Articles
Subjects: Native Language,Chinese,Second Language Learning,English (Second Language),Nouns,Phrase Structure,Nonmajors,Second Language Instruction,Native Speakers,Undergraduate Students,Pictorial Stimuli,Task Analysis,Foreign Countries,Priming,Teaching Methods

This study investigated L1 Chinese learners' acquisition of the English &quot;Noun + Relative Clause (N + RC)&quot; based on Structural Priming (SP)(Bock,1986; Bock &amp; Griffin, 2000) and Lexical Residual Activation (LRA)(Cleland, 2003). It was hypothesized that, based on SP, when L1 Chinese learners were primed by the English &quot;N + RC,&quot; when the priming and the target structures shared different head nouns, they would produce more &quot;N + RC&quot; than when they were primed by the English &quot;Adj + Noun (Adj + N),&quot; and the priming effect was significant. Also, based on SP and LRA, when the priming and the target structures shared the same head noun, the increasing priming effect would be enhanced. The participants were 90 first year non-English major Chinese students attending Guizhou University of Finance and Economics, and 10 native English speakers. A picture description task was used to elicit data. The results confirmed the hypotheses. The study also found that there were different SP and LRA effects for L1 speakers and L2 speakers in that, while L2 speakers were significantly affected, L1 speakers were not. A long-term priming effect was found indirectly after the priming &quot;Simple Sentence.&quot; The study contributed to Second Language Acquisition in that SP and LRA would facilitate L1 Chinese learners' acquisition of the English &quot;Noun + Relative Clause,&quot; although this structure is nonexistent in the learners' L1. The study also gave pedagogical implications in that the application of SP and LRA would facilitate the acquisition of the L2 structures.
The Challenge of Teaching English Writing in Thailand: A Tri-Ethnography of Thai University Lecturers
Author: Bowen, Neil Evan Jon Anthony
Date: 2023-00-00
Type: Journal Articles
Subjects: Writing Instruction,College Faculty,Teacher Attitudes,Content and Language Integrated Learning,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Writing Skills,Comparative Analysis,Ethnography,Barriers,Higher Education

Against a backdrop of increasing internationalization in higher education, students and teachers frequently move between learning-to-write and writing-to-learn. For example, in English as a foreign/second language (EFL/ESL) classrooms, learning-to-write would be a priority, whereas in English as a medium of instruction (EMI) classrooms, writing-to-learn may be a more appropriate goal. However, little is known about how teachers who move between such classrooms adjust their writing pedagogy as they do so. Accordingly, we bring together the views, beliefs, and experiences of three Thai university lecturers who teach across EFL, CLIL, and EMI platforms. Collectively, they serve as researchers/participants in the co-construction of joint autoethnographies on teaching English writing at Thai universities. Their emergent themes give valuable insights into how they navigate the complexities of moving between language and content concerns, expectations and realities, and idealism and pragmatism. Results also show how there is no one-size-fits-all approach for these researchers/ participants, and that both bottom-up and top-down constraints shape their actions and beliefs as writing teachers. Overall, by drawing on their combined experiences, we hope to raise awareness of the challenges placed upon English language teachers when teaching writing and provide useful guidance for those working in similar contexts. [Note: The PDF pages appear to go through page 499. The page range (482-498) shown in the citation is correct as there is a blank page in the PDF (page 487) and the next article in this issue begins on page 499.]
English Language Skills Required by International Relations Officers: A Target Situation Analysis and Its Implications for English for International Relations Officers Course Design
Author: Padermprach, Napapach
Date: 2023-00-00
Type: Journal Articles
Subjects: English for Special Purposes,International Relations,Language Skills,Second Language Learning,Second Language Instruction,Professional Education,Work Environment,Language Proficiency,Needs Assessment,Instructional Design,Public Agencies,Professional Personnel,Foreign Countries

To develop an English for Specific Purposes (ESP) course for learners who would like to work as international relations officers (IROs), a Target Situation Analysis (TSA) is obligatory for course developers to arrive at a conclusion regarding the English language skills that learners have to master in order to work in this professional context successfully. The present study, therefore, aims to investigate which English language skills are required for working as an IRO. Overall, 400 Thai IROs were purposively selected to participate in the study. The data collection procedures were divided into the collection of quantitative data through a questionnaire and qualitative data through semi-structured interviews. The findings revealed that listening and reading skills were most required by IROs in various working contexts. These two receptive skills are generally utilized because IROs need to gather information to build knowledge for communicating with their foreign counterparts. However, speaking and writing skills are still widely applied by IROs, as they also need to deliver key messages precisely and appropriately. The results of this study offer ESP course developers valuable insights into the English skills that should be emphasized in ESP courses for IROs.
The Representation of the New Generation of Thai Pro-Democracy Activists in Online English-Language News Articles
Author: Sawasdee, Walairut
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,News Reporting,Newspapers,Syntax,Activism,Political Attitudes,Discourse Analysis,Web Sites,Audiences

The current study concerns the new wave of pro-democracy activism in Thailand as an international political phenomenon in online news discourse. The investigation employs a critical discourse analysis approach to examine discourse strategies adopted to construct the representation of Thai pro-democracy activists and decode the underlying ideology hidden in the news articles reporting this controversial movement. Thirty English-language news articles reporting on the same incidents and published between October 2020 and March 2022 were downloaded from the Bangkok Post and Reuters websites and analyzed using the Ideological Square framework (van Dijk, 2000, 2006, 2011, 2013). Scrutiny was given to the use of lexicon, granularity, local coherence, superstructures, and syntactic structures as discourse features. The findings indicate that discourse strategies are ideologically used on the Bangkok Post website to construct a negative other-presentation of Thai prodemocracy activists. Such strategies are deliberately adopted on the Reuters website to fabricate a positive self-presentation of the activists. The study contributes to knowledge of how language is used to generate narratives and shape audience perceptions by shedding light on the ideological implications hidden in the discourse strategies employed by news sources.
Variable Production of English Object-Experiencer Psych Predicates by L1 Thai EFL First-Year University Students: An Application of the Missing Surface Inflection Hypothesis (MSIH)
Author: Shutt, Montakarn
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Form Classes (Languages),Native Language,Thai,Undergraduate Students,Foreign Countries,Difficulty Level,Cloze Procedure,Linguistic Theory,Morphology (Languages),Syntax,Phonology,Grammar,Translation,Language Tests,Psychological Patterns,Language Patterns,Language Processing

The purpose of this research is to investigate the variable production of English Object-Experiencer (OE) psych predicates among 80 L1 Thai EFL first-year university students. Psych verbs are notable for posing difficulty for learners due to a unique property that violates Grimshaw's (1990) Thematic Hierarchy. The participants were given a cloze test and a translation test with six psych verbs and corresponding predicates, and six individuals were chosen to perform the spontaneous oral translation. Based on the Missing Surface Inflection Hypothesis (MSIH), the findings validated two of the study's research questions. First, variable production was detected in L1 Thai students' usage of OE psych predicates in three grammatical constructions examined. Second, the MSIH attributed variable production of L2 functional morphology to mapping problems: L1 Thai students were confused about how to link thematic roles to subject and object positions since the OE psych predicates breached the Thematic Hierarchy. Furthermore, the MSIH reveals that phono-syntactic factors play a role in variable production, indicating that during live translation, participants struggled with the -ed sound while forming correct copular verbs required in sentences with OE psych predicates.
Exploring Students&apos; Diversity in a Differentiated Classroom
Author: Fajariyah, Laily Amin
Date: 2023-00-00
Type: Journal Articles
Subjects: Diversity,Individualized Instruction,English (Second Language),Second Language Learning,Foreign Countries,Student Needs,Secondary School Students

Differentiated classrooms accommodate students' diverse needs, however, tailoring learning to meet students' individual needs is challenging for teachers. This study explores students' diversity in an English as a foreign language (EFL) classroom setting, especially students' needs in differentiated English language tasks and assessments through a quantitative survey. The survey consists of a questionnaire investigating students' different needs in a differentiated English classroom. The data were gathered through an online survey for junior high school grade 8 students in Yogyakarta Province, Indonesia. Eight hundred and eighty-five students aged between 12 to 15 years participated in this study. The survey data were analyzed using descriptive statistics. Additionally, 102 students voluntarily joined a semi-structured interview session. The results of the interview were then analyzed using thematic analysis. This study revealed that students have various needs regarding their English learning goals, as well as the assessment of the four language skills activities and products, media preferences, favorite topics, task setting, and teacher's role preferences. Implications of the results for accommodating students' diverse needs in the EFL classroom are discussed.
Crossing the Rivers by Touching the Stones: Alternative Approaches in Technical and Vocational Education and Training from the People&apos;s Republic of China and the Republic of Korea
Author: Ha, Wei
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocational Education,Foreign Countries,Comparative Education,Educational Development,Models,Developing Nations,Curriculum Design,Educational Policy,Non Western Civilization

Purpose: This study aims to answer the following questions: (1) Why have attempts to transplant Western vocational education models failed? (2) Is there anything we can learn from the experiences of Eastern Asian countries when developing their own vocational education models? Design/Approach/Methods: This study reviews the history of transplanting Western skill formation schemes into developing countries, an often-failed die-hard practice supported by both bilateral and multilateral donors. Findings: Our findings suggest that developing countries should design their technical and vocational education and training systems based on their unique cultural, sociological, and economic contexts. It offers two alternative pathways based on the experiences of the People's Republic of China and the Republic of Korea. Originality/Value: These East Asian examples could broaden the perspectives of policymakers in developing countries aspiring to develop functional skill formation schemes.
Philanthrocapitalism and the State: Mapping the Rise of Venture Philanthropy in Public Education in Australia
Author: Rowe, Emma E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Financial Support,Social Systems,Educational Change,Resource Allocation,Public Education,Government Role,Philanthropic Foundations,Educational Finance

Purpose: This article maps the rise of venture philanthropy in public education in Australia, exploring how policy networks mobilize high-level systemic reform and governance technologies. This is &quot;philanthrocapitalism,&quot; a fundamental shift for policy mobility and modes of redistribution. Design/Approach/Methods: Drawing upon network ethnography, I focus on a node called Social Ventures Australia (SVA), an organization committed to revolutionizing venture philanthropy in Australian education reform. SVA, the brainchild of McKinsey &amp; Company and multinational corporations, is a useful example to map how venture philanthropy leverages resources and, in the process, fundamentally changes the shape, functionality, and form of traditional government. Findings: SVA has successfully advocated for several intermediaries, such as an evidence broker (Evidence for Learning), a national charity (Schools Plus), and a national education research institute (Australian Education Research Organisation). Overlapping philanthropy and state, the intermediaries stand as a critical assemblage and technology of governance. Originality/Value: Venture philanthropy and the way in which these networks achieve high-level systemic reform is under-researched in Australia. It stands as a critical lever of policy reform in public education. This article will scrutinize and map the way these networks mobilize reform and function as an identifiable form of economic exchange.
Enterprising Academics: Heterarchical Policy Networks for Artificial Intelligence in British Higher Education
Author: Gellai, Dániel Béla
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Higher Education,Governance,Technology Uses in Education,Foreign Countries,Educational Policy,Neoliberalism,Networks

Purpose: There is limited scholarship on artificial intelligence (AI) in higher education governance, despite the growing prevalence of AI-powered technologies in many fields, including education. However, as the technology is still nascent and has yet to reach its full potential, ideas and arguments abound, championing or cautioning against the use of these technologies. Design/Approach/Methods: To fill this gap in research on policy networks and AI in British higher education, this article employs network ethnography and discourse analysis to study how ideas about AI-powered technologies in higher education circulate in policy networks in the United Kingdom. Findings: The findings evidence a policy network showing signs of a heterarchy permeated by neoliberal rationales and populated by policy actors actively promoting artificial intelligence technologies to be used in education. Originality/Value: This paper builds on existing research by looking at the university and not-for-profit sectors, in addition to the governmental and educational technology sectors. Using network ethnography, this article expands our understanding of the policy actors involved and critically analyzes ideas regarding the use of AI in education.