ethanporcaro/eric-fulltext-meta huggingface dataset:
A Discursive and Pragmatic Analysis of WhatsApp Text-Based Status Notifications
Author: Assaggaf, Hussein Taha
Date: 2019-12-00
Type: Journal Articles
Subjects: Discourse Analysis,Computer Mediated Communication,Pragmatics,Profiles,Social Media,Comparative Analysis,Language Usage,College Faculty,High School Students,Homemakers,Social Networks,Social Status,Foreign Countries

WhatsApp has significantly penetrated the various spheres of peoples' lives all over the world. The purpose of this study is to look at two aspects of WhatsApp text-based status notifications; namely, the most common discursive realizations and the major pragmatic themes. A sample of 846 status notifications for WhatsApp users' profiles was analyzed. Data, which were gathered between January and March 2017, were from three sets of male and female users. The status notifications were qualitatively analysed in terms of both the most common discursive realizations and pragmatic themes. The major findings of the study showed a variety in the discursive realizations, including self-generated statuses, which marked 82%, and auto-generated statuses, which made 18%. Data revealed also that the most used type of the self-generated was the pure text, which marked 53%. In terms of the major pragmatic themes employed by the users, data showed four main categories: religious, social, personal and national. The findings were then discussed, justified, and compared with results from previous research. The paper concludes with the limitations and future research recommendations.
Giving More Voice to Post-Graduate Students&apos; ESP Lecture Comprehension Needs
Author: Khiati, Nadia
Date: 2019-12-00
Type: Journal Articles
Subjects: Graduate Students,English for Academic Purposes,Second Language Learning,Second Language Instruction,Lecture Method,Listening Comprehension,Student Needs,Difficulty Level,Learning Strategies,Preferences,Visual Aids,Foreign Countries

The present paper reports on a small investigation that took place in the author's teaching environment to highlight her students' academic lecture comprehension needs related to the new subject matter of English for Specific Purposes (ESP). The aim of this research endeavour was to ponder over students' perspective of the difficulties emerging from, and strategies needed for lecture comprehension, in a way to improve the author's lecturing practice and ensure better academic achievement in the ESP subject. To this end, 26 Algerian post-graduate students in Didactics of English submitted written feedback about the ESP-subject lectures (including their difficulties and learning strategies). Additionally, the author's lecturing strategies and perspective of learners' academic lacks helped complete such learning/teaching situation. The findings revealed that students' difficulties in ESP lecture comprehension were due to the complex skills required of them while listening to the lectures besides their unfamiliarity with the new ESP topics and terminology. To grasp better, student participants demanded more emphasis on some lecturing strategies (such as, pre-lecturing revision/reminder, while-lecturing explanation/repetition, and final recapitulation/comprehension check) while projecting a preference for particular visual supplements to oral lecturing (i.e., the whiteboard, handouts, additional reading materials). Because student participants showed little inclination towards note-taking from the lecturer's speech and PowerPoint slides, the paper concluded with suggestions for pedagogical treatment to such difficult-to-attain academic lecture comprehension/listening strategies.
An Overview of Flipped Learning Studies in Malaysia
Author: Rahman, Siti Fatimah Abd
Date: 2019-12-00
Type: Journal Articles
Subjects: Flipped Classroom,Teaching Methods,Learning Processes,Strategic Planning,Instructional Effectiveness,Foreign Countries,Active Learning,Technological Literacy,Pedagogical Content Knowledge,Case Studies,Longitudinal Studies,Universities,Technology Integration,English (Second Language),Second Language Learning,Second Language Instruction,College Students

Flipped learning has become a strategic approach for educators to implement a technological-based learning environment. In line with the Malaysia Education Blueprint, more and more educational institutions adopt flipped learning into their establishment in a vision to achieve students' maximum potential. With a focus on technology, flipped learning is often linked with strategic management, excellent performance as well as the positive impact on instructors and students' skill. The implementation of flipped learning is a way to introduce different teaching and learning ideas that can develop an active classroom. The concept is to have a balance between education and advanced technology. This paper aims to review the three research elements, which are the level of participants involved in this study, the instruments, and disciplines done by 19 researchers on the flipped learning approach. Findings show that most of the studies have significant results in the implementation of the flipped learning approach. Conclusively, flipped learning is a well-rounded approach where it can be applied in any level of education regardless of the discipline. However, longitudinal studies can be performed in order to see the long-term effects of the flipped learning approach.
ICT: An Effective Platform to Promote Writing Skills among Chinese Primary School Pupils
Author: Nee, Chua Chin
Date: 2019-12-00
Type: Journal Articles
Subjects: Information Technology,Writing Skills,Skill Development,Elementary School Students,Foreign Countries,Technology Uses in Education,Social Media,English (Second Language),Second Language Learning

Recently, the emergence and rapid growth of Information and Communications Technology (ICT) have become an essential part of everyone's life. People from all walks of life are utilizing social media for communication, especially the primary and secondary school pupils. Instead of restricting the usage of ICT among primary school pupils, ICT should be fully explored to nurture the habit of writing in the school. This study aims to explore the practicality of ICT in promoting pupils' writing skills. Hence, social media serves as the core of the entire study. A qualitative research was conducted to illustrate the relationship between the use of social media and its role in promoting writing skills among 60 primary school pupils from Kota Bharu, Kelantan, Malaysia. The research findings revealed that ICT serves as one of the useful and practical tools in promoting writing skills among the pupils. The results obtained from the survey were divided into several themes, which would be further discussed in the paper. In a nutshell, it is believed ICT and social media helps to promote writing skills among pupils, especially in learning English as a second language. The recommendation that can be derived from this study is that, it would be better to expose the pupils to write through social media under the surveillance of adults or teachers to make sure the learners are on the right track.
Dialect Conflict and Identity Issues in Tlemcen Speech Community
Author: Slimane-Mahdad, Hynd Kaid
Date: 2019-12-00
Type: Journal Articles
Subjects: Dialects,Self Concept,Sociolinguistics,Stereotypes,Native Speakers,Foreign Countries,Social Bias,Rural Areas,Language Attitudes,Language Usage,Language Maintenance,Questionnaires,Semitic Languages

The present article aims at serving as a reference work in the field of sociolinguistics. It also provides a concise summary of the sociolinguistic situation in an Algerian stereotyped speech community named Tlemcen. In addition, it sheds light on the status of its dialect, which most people consider as one of the most distinguished and stigmatized dialects in the Algerian society. This article also discusses the effect of bi-dialectalism on Tlemcen native speakers' identity. To reach the aim of the study, the following hypotheses are formulated: First, the widespread of the rural variety in Tlemcen speech community may affect the social and cultural identity of Tlemcenians. Second, Tlemcen native speakers show negative attitudes towards the use of the rural variety, especially among females. Yet, the mixed variety is gradually gaining a pleasant status in Tlemcen speech community and its adoption is rather acceptable. For the sake of collecting information about the issue, the researcher has used both qualitative and quantitative instruments. The research findings reveal that dialect shift has negative effects on the social and cultural identity of Tlemcen native speakers which may probably lead to an identity crisis among them. In addition, we have noticed that another variety, the mixed one (a mixture of urban and rural varieties), is progressively displacing the urban one, and may undoubtedly affect the maintenance of Tlemcen dialect.
Self-Directed Learning Curriculum: Students&apos; Perspectives of University Learning Experiences
Author: Nasri, Nurfaradilla Mohamad
Date: 2020-07-00
Type: Journal Articles
Subjects: Independent Study,Student Attitudes,College Students,Learning Experience,Foreign Countries,College Curriculum,Lifelong Learning,Student Empowerment,Personal Autonomy,Learning Processes

Purpose: Self-directed learning (SDL) requires students to explore and decide their own learning objectives and strategies, and incorporate the various learning opportunities and resources throughout their learning process. This study investigates the university students' perspectives on university learning experiences and aims to highlight the extent of the university's support ecosystem to determine the effectiveness of SDL implementation. Methodology: Twenty Malaysian public university students were interviewed to obtain their views on SDL, and subsequently, their SDL experiences were further examined. A constructivist grounded theory approach was employed as the methodological and analytical framework for this study. A 'backward-and-forward' approach was applied to analyse the interview data. Findings: The findings suggested that a large number of university curriculum could potentially inhibit SDL. However, most university students acknowledged that SDL could support their lifelong learning journey, and prepare them to be skillful workers. Moreover, most students suggested that the SDL should be implemented as a type of learning where freedom in learning becomes a priority, rather than educator-designed learning strategies. Significance: The mastery of SDL skills is important to ensure that the students are competent when facing real world challenges. Hence, this study supports the effective implementation of SDL, where both students and educators should acknowledge their roles as equal learning partners.
It&apos;s Complicated: The Relationship between Participation in Academic Coaching and Program Completion in Online Graduate Students
Author: Lehan, Tara
Date: 2020-09-00
Type: Journal Articles
Subjects: Student Participation,Coaching (Performance),Educational Attainment,Graduate Students,Synchronous Communication,Academic Persistence,Predictor Variables,Academic Support Services,Virtual Universities,Computer Mediated Communication

This study extends prior research by investigating the relationship of synchronous, one-on-one academic coaching with program completion, comparing a random sample of students who participated in academic coaching to a matched sample of students who did not receive academic coaching in fully online graduate courses. The findings indicate that a previously observed relationship between academic coaching and persistence in online graduate students does not endure through program completion, although the relationship between several demographic and academic variables and program completion did remain statistically significant. In light of these findings, if the goal is to increase their odds of completion, it seems that students who are already engaging with an academic coach (due to either self-selection or faculty encouragement/requirement) might be encouraged to continue to do so. Moreover, a &quot;booster&quot; coaching session might be helpful. However, there is insufficient evidence to support the practice of requiring participation in academic coaching among students who do not do so on their own.
Student Engagement for Quality Enhancement and Responding to Student Needs in the Moroccan University: The Case of the English Studies Track
Author: Ajiba, Ikram Ben
Date: 2019-09-00
Type: Journal Articles
Subjects: Learner Engagement,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Student Needs,Student Attitudes,Universities,Undergraduate Students,Educational Quality,Educational Practices,Teaching Methods

The present article aims at providing some empirical evidence on the important role student engagement plays in responding to student needs and in enhancing the quality of the teaching and learning environment in Moroccan universities. Student engagement happens at many levels that correspond to the &quot;principles of good practice in undergraduate education&quot; that were suggested by Chickering and Gamson (1987). This article tries to identify these aspects of student engagement and good practice in the English Studies Track (EST) program from the EST students' perspective. The data were collected in three Moroccan universities: Abdelmalek Essaadi University in Tetouan, Ibn Tofail University in Kenitra, and Cadi Ayad University in Marrakech. An adapted version of &quot;Student Engagement Questionnaire&quot; (Kember, Leung &amp; McNaught, 2005 in Kember &amp; Leung, 2009) was administered to 883 EST students. The data were submitted to a statistical analysis of frequencies using SPSS. The results of this study show that EST students experience a low level of engagement with their studies and that the EST program lacks some aspects of &quot;good practice&quot; in higher education. This study can help enhance the quality of university programs as it reveals some gaps and negative practices that need to be taken into account in the reform process Moroccan universities are going through. Another implication of this research is that students are aware of their needs and, hence, are able to provide useful feedback that can be used to improve the quality of the teaching and learning environment in Moroccan universities.
Strategies to Enhance Graduate Employability: Insight from Malaysian Public University Policy-Makers
Author: Ma'dan, Marfunizah
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Employment Potential,Labor Market,Educational Change,Teaching Methods,Partnerships in Education,School Business Relationship,Curriculum Design,Job Skills,Faculty Development,Education Work Relationship,Educational Strategies

Purpose: The purpose of this study is to explore the focus and strategies used by public universities in Malaysia, for enhancing their graduates' competency level as well as suggesting ways to reduce unemployment among university graduates. This study aims to identify the focus and strategies of public universities to enhance graduates' competency level, as well as their key challenges. Methodology: The study used an exploratory research approach by applying a qualitative method. Data were collected through face-to-face interviews with expert informants such as a deputy vice chancellor of academic affairs, directors of graduate employability, and representatives from the alumni centre of eight selected public universities in Malaysia. Data from information provided by informants were analysed using content analysis. Findings: The results show detailed explanations and practical roles of Malaysian public universities in enhancing graduates' competency level and subsequently securing their employability by meeting market demands. However, this paper argues for stronger changes and reforms at the institutional level to support the degree of competency among graduates, such as improving teaching methods and programmes offered. Furthermore, university-industry collaboration also needs to be strengthened to develop a competitive and capable talent in the country. Significance: The paper extends the strategies and focuses that have been implemented by public universities by providing more detailed and practical solutions to ensure that curriculum designs are more effective in supporting the development of graduate competency. Study findings are useful for improving universities' strategies and implementation, to pursue a balanced quality of education in developing future talent.
The Effects of the Use of First Language on Learning English as a Second Language: Attitudes of Arabic EFL Learners
Author: Alzamil, Abdulrahman
Date: 2019-09-00
Type: Journal Articles
Subjects: Language Usage,Native Language,Semitic Languages,English (Second Language),Second Language Learning,Student Attitudes,Foreign Countries,College Students,Males,Classroom Communication

Teachers may wonder whether the use of first language (L1) in the second language (L2) classroom is beneficial or detrimental to L2 learning. The present study investigates the attitudes of L1 Arabic speakers towards the use of English in the L2 classroom. The study examined the following: (1) whether Arabic is used in English language classrooms; (2) students' attitudes towards their English teachers' use of Arabic; (3) students' attitudes towards their classmates' use of Arabic; and (4) whether the use of Arabic facilitates L2 English learning. The study was conducted with 149 male Saudi university English as a Foreign Language (EFL) learners studying in a Saudi English department. They were asked to complete two questionnaires: (1) a background questionnaire; and (2) an attitudinal questionnaire. The findings revealed that the participants believed that: (1) Arabic is seldom used by their teachers; (2) the use of English is more beneficial than Arabic to learning English; and (3) Arabic can be used in some situations by teachers when communicating important information.
The Important Role of Teachers&apos; Feedback during Speaking Activities in Moroccan Classes
Author: Sakale, Sana
Date: 2019-09-00
Type: Journal Articles
Subjects: Teacher Role,Feedback (Response),Foreign Countries,Speech Skills,Oral Language,Student Attitudes,Secondary School Students,Secondary School Teachers,English (Second Language),Second Language Instruction

Throughout the teaching/learning process of speaking, a teacher's role is believed to hold great importance. Teachers initiate learners to the whole learning process, and their feedback constitutes the significant step forward that triggers learners towards enunciating a language. As an illustration, Swain (1985, 2000) uses empirical evidence to show the importance of teacher's feedback during the production of speaking. Relatable to feedback during oral activity are issues that highlight teachers' pronunciation, fluency, body language, facial expressions, and error correction during the production phase. To identify these areas, the current article used students' questionnaires. The general aim is to gauge learners' perceptions, practices and problems. Results highlight the pivotal teachers' role in the whole process. Therefore, the specific aim of this study is to investigate the role of teachers' feedback during speaking activities in Moroccan classes. Results show that interaction enhancement and negotiation density do indeed establish the interconnection between accuracy and fluency. Some speech strategists and specialists have already demonstrated how instruction and the way teachers provide feedback do play a major role in learners' speaking skills including the need for a contrary evidence.
Students&apos; Perceptions of Teachers&apos; Written Corrective Feedback in the Malaysian ESL Classroom
Author: Ganapathy, Malini N. G.
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Adolescents,Error Correction,Feedback (Response),English (Second Language),Writing Instruction,Writing Improvement,Direct Instruction,Instructional Effectiveness,Grammar,Foreign Countries

Purpose: This study examined the types of written corrective feedback provided to ESL students in writing classes in Malaysian secondary schools, and their perceptions towards the provision of written corrective feedback in the Malaysian context. Methodology: A survey questionnaire was administered randomly among 720 Form Four students from 10 secondary schools in Penang. The questionnaire was based on a Likert scale and responses were analysed using descriptive statistics. Findings: Results showed that most learners benefited from and preferred direct feedback, and tended to focus on form such as grammar, paragraph organisation, content and clarity of ideas. Students preferred this form of feedback as they were able to understand errors more clearly. It was found that most students were unable to self-regulate their own errors; a majority could not locate their own errors and had become passive learners within the Malaysian schooling system. Significance: The study is significant to Malaysian secondary schools in its effects, depicting the many forms of corrective feedback available in the ESL context that can be employed in school besides the popularized direct feedback used within the syllabus.
Learning the Function Concept by Exploring Digital Images as Functions
Author: Venter, Christiaan
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematical Concepts,Mathematics Instruction,Visual Aids,Photography,College Mathematics,Undergraduate Students,Instructional Effectiveness,Intervention,Mathematics Activities

Despite the function concept being fundamental to mathematics, an adequate understanding of this concept is often lacking. This problem is prevalent at all levels of education and is reported in many countries. This article reports on a new pedagogical strategy based on exploring photographs or digital images as functions. The objective of this study was to determine if the Image Functions Intervention (IFI) could be considered sound and viable with respect to the learning of the function concept. A two-part approach was used. The first part used the Action-Process-Object-Schema (APOS) theory as a theoretical framework for evaluating the IFI. The second part implemented the IFI with a group (n = 27) of undergraduate students, followed by qualitative analysis of questionnaire data in order to look for indications of participants experiencing broadened thinking with respect to the function concept. The theoretical evaluation confirmed the IFI to be sound and providing opportunities for addressing common conceptual difficulties of the function concept. The qualitative analysis provided evidence of the participants' expanded concept images. It was concluded that the designed intervention, the IFI, is sound and viable and shows promise with respect to increased understanding of the function concept.