ethanporcaro/eric-fulltext-meta huggingface dataset:
Communication Mobility and Communication Strategies Used in BELF Communication: Self-Report of Thai Human Resources Professionals in a Multinational Corporation
Author: Rajprasit, Krich
Date: 2018-00-00
Type: Journal Articles
Subjects: Communication Strategies,Comparative Analysis,Human Resources,Professional Personnel,International Trade,Work Environment,Schemata (Cognition),Business English,English (Second Language),Second Language Learning,Foreign Countries,Language Usage

This study attempted to identify and compare the frequency of communication mobility and communication strategies employed by Thai Human Resources professionals in a multinational corporation in Bangkok. To achieve the goals of a small-scale study, a self-report questionnaire was adapted and developed based on the recently introduced 'communication mobility' framework of Marina and Smirnova (2013), and the Strategy Use in Speaking Task Inventory of Chuanchaisit and Prapphal (2009). The questionnaire was based on the purposive sampling method and distributed to thirty participants, including Human Resources analysts, supervisors, and advisors. The key findings revealed: (1) Thai professionals often used communication mobility in their workplace, and mostly employed 'Strategy 4: Individual active strategy', 'Strategy 7: Analytical strategy', and 'Strategy 2: Schema search strategy'; (2) they also often employed communication strategies in workplace communication; and (3) there was no significant difference in the uses of communication mobility and communication strategies among them, even though they used communication strategies that were ranked slightly higher than communication mobility. New findings have confirmed that communication mobility was another strategy for effective communication, which was used in this particular Human Resources setting almost as often as communication strategies which have been used for decades. They also pointed out the necessity of effective strategies for achieving communication goals in the Business English as a Lingua Franca (BELF) context.
An Analysis of the High School Students&apos; Abilities to Read Realistic, Conventional, and Hybrid Images in General Chemistry
Author: Roncevic, Tamara N.
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Adolescents,Visual Literacy,Illustrations,Graphs,Photography,Science Materials,Textbook Content,Chemistry,Misconceptions,Scientific Concepts,Knowledge Level,Foreign Countries

This research considered students' abilities to read images about dispersed systems, taken from the chemistry textbook. 103 high school students (37 males, 63 females, and 3 unknown) from the school &quot;Svetozar Markovic&quot; in Novi Sad, Republic of Serbia, were included as the research participants. Students' abilities to suggest the titles of the realistic, conventional, and hybrid textbook images about dispersed systems, as well as their written interpretations of images contents, were examined. The collected data were analysed qualitatively, and information about students' conceptual understandings and misunderstandings about selected chemistry topic was provided. Identified misunderstandings, some of which are the contribution of this research, gave significant results. Additionally, it was concluded that the majority of students' difficulties were related to reading realistic textbook images. Students relied on what they literally saw in the photography without making proper connections with chemical contents about dispersed systems. The findings of the present research could be helpful for science teachers and educators, interested in how and why students use textbook images to learn science concepts. They will also alert authors and textbook illustrators to pay more attention to the selection of appropriate textbook images.
Development of Estonian Upper Secondary School Students&apos; Biological Conceptual Understanding and Competences
Author: Semilarski, Helin
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Grade 10,Grade 12,Adolescents,Scientific Concepts,Concept Formation,Biology,Competence,Thinking Skills,Critical Thinking,Creative Thinking,Problem Solving,Science and Society,Scientific Literacy,Science Achievement,Foreign Countries

The main aim of this research was to measure 10th and 12th grade students' biological conceptual understanding and competences through their upper secondary school studies. Data collection started at the beginning of the upper secondary school biology studies in the 10th grade. The same students participated in this research when they were in the 12th grade. A validated instrument of covering four competences: biological conceptual understanding, problem-solving, critical thinking and divergent thinking was used. Overall, this research was meant to evaluate students' conceptual understanding and cognitive skills (problem-solving, critical thinking, divergent thinking) through the socio-scientific issue of lactose intolerance. The sample of students was formed from 42 representatively chosen Estonian schools of grade 10 (N=967) and grade 12 (N=802). The development conceptual understanding and competences of students' during three upper secondary school years of biology studies were discussed. The main results showed that during three years of schooling the students exhibited a statistically significant increase in the tasks, that measured students' biological understanding and cognitive skills. The results showed that the students achieved lower scores in tasks that measured their decision-making and socio-scientific reasoning skills.
An Exploration of English as a Lingua Franca Communication: A Case Study of How English Is Used as a Lingua Franca among Non-Native Speakers for Mutual Understanding in an International Golf Tournament Operation in Thailand
Author: Inkaew, Manachai
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Intercultural Communication,Competition,Athletics,Barriers,Language Usage,Official Languages,Employees,Language Attitudes,Foreign Countries,Native Language,Grammar,Language Variation,Mutual Intelligibility,Business Communication,International Trade,Case Studies,Nonverbal Communication,Vocabulary

To study the success of an international event handling in Thailand with a focus on the area of mutual communication, this paper aimed to shed light on how English is used as a lingua franca among the local Thai working team and the organizer team who are non-native speakers from different language backgrounds to achieve their mutual understanding and efficaciously execute works in the context of an international golf tournament operation staged in Thailand. Included in the study are lingua franca communication perceptions held by the interlocutors. Additionally, this study explored communication barriers in international interactions, and finally investigated strategies adopted and practiced throughout the event operation period. Using the framework of qualitative analysis research design, this study explored and described how the event working personnel used English as a lingua franca (ELF) to communicate with one another who do not share a first language (L1) background by conducting semi-structured interviews with the 10 participants. The data was then analyzed to see their perceptions, communication barriers and how they overcame non-understanding when there was a breakdown in mutual intelligibility. The findings suggested the organizer team's perceptions towards English communication were positive whereas lack of confidence was found among the local Thai working team when dealing with lingua franca interactions. The lingua franca encounter participants perceived that terminologies used in the working field, limited vocabulary and word choices, grammar points and various accents might disrupt their communication. In order to achieve mutual intelligibility of both parties, the participants applied various communication strategies such as simplifying word choices or sentences, repeating words or statements, cross-checking and using body language. Finally, this case study would give some indications and guidelines for further research in an area of English usage in international business settings, particularly in the Thai context.
Self-Perception of English Proficiency of Thai Lower Secondary EFL Teachers
Author: Kaewwichian, Donlaya
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Proficiency,Language Teachers,Teacher Characteristics,Self Concept,Second Language Learning,Second Language Instruction,English (Second Language),Guidelines,Rating Scales,Secondary School Teachers,Teacher Attitudes,Correlation,Foreign Countries

This study aims to examine self-perception of English proficiency of Thai teachers who teach English as a foreign language at the lower secondary level under the framework of the Common European Framework of References (CEFR). Moreover, the relationship between the teachers' self-perception and their actual English proficiency was investigated. The respondents of the study were 123 Thai lower secondary teachers from 27 schools around Thailand. The design of this study was quantitative in nature. Thus, questionnaires were used as the key research instrument. The questionnaire items were designed based on the CEFR framework and focused on descriptors of the A1 to B1 levels. The findings showed that Thai Lower Secondary EFL teachers had positive self-perception towards their English proficiency. Moreover, there was a slight relationship between their self-perception and their English proficiency using the CEFR levels.
Basic Physical Education and Sport Science English Word List for Physical Education Students
Author: Kongcharoen, Pong-ampai
Date: 2018-00-00
Type: Journal Articles
Subjects: Word Lists,Physical Education,Journal Articles,Team Sports,English for Special Purposes,Second Language Learning,Second Language Instruction,Vocabulary Development,Computational Linguistics,Periodicals

This study is a corpus-driven study that aims to explore the use of words in Coxhead's Academic Word List (AWL) and West's General Service List (GSL) and also non- GSL and non- AWL in journal articles in the field of physical education and sport science. A 1.1 million-word corpus called the Physical Education and Sport Science Research Articles Corpus is created for this study. The corpus consists of 280 research articles that have been published in seven international journals in the field of physical education and sport science. The result suggests that both GSL and AWL can help students focus on the right vocabulary when learning Technical English. The corpus helps students to directly focus on the words that they will see the most in the text they have to study. Moreover field specific word list is conducted in this research. Field specific word lists can help students learn necessary words which are also important for their field of study.
Students&apos; Attitudes towards the Use of Digital Storytelling in Foreign Language Classroom: The Zimmer Twins Project
Author: Jitpaisarnwattana, Napat
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,College Students,English (Second Language),Second Language Instruction,Story Telling,Educational Technology,Technology Uses in Education,Web Sites,Animation,Communication Skills,Video Technology,Language Skills,Student Motivation,Learner Engagement,Value Judgment,Self Efficacy

The study investigates students' attitudes toward the integration of a Digital Storytelling (DST) project into a foreign language classroom, with particular interest in language improvement and motivation. The study incorporates both quantitative and qualitative research methods. The data were gathered from a class of university students learning English as a foreign language in Thailand (17 participants) via two instruments: questionnaires, and semi-structured interviews. The findings reveal that students have positive attitudes towards the integration of DST into the language classroom and think that participation in such a project is beneficial to their language improvement and motivation. Suggestions are made for further research, especially on the real contributions of DST to students' language improvement and motivation.
Using Scaffolded Instructions to Improve Students&apos; Skills
Author: Boonmoh, Atipat
Date: 2019-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Instructional Effectiveness,Second Language Instruction,English (Second Language),Speech Skills,Skill Development,Self Efficacy,College Freshmen,Public Speaking,Clubs,Feedback (Response),Foreign Countries,Self Evaluation (Individuals)

This study aims to investigate whether using scaffolded instructions can enhance students' speaking skills and build up their confidence. The participants were twelve first-year undergraduate students who attended a self-study club called &quot;Let's Speak&quot;. The objective of the club is to enable students to make effective presentations and speak English with confidence. Throughout the 10 sessions, students spent each two-week time in length practising making presentation about five different things. Language support and feedback both from teacher and friends were used as scaffolds to enhance students' performance each week. Confidence in speaking questionnaire (adapted from Griffee, 1997) were distributed to the participants twice (before session 1 and after session 10) to see changes in their perceived confidence while the checklist and presentation scores of the first session and the last session were compared to see changes in their overall performance. At the end of the tenth session, videos of the students' performance in session 1 and session 10 were shown to the students as a prompt for a stimulated-recall interview on how they saw their improvement. The findings reveal an increase in their perceived confidence as well as higher scores in their actual performance. The students themselves reported their improvements in many aspects. On the basis of these findings, the pedagogical implications and suggestions are included in this paper.
The Mystical Correspondence between the Epoch of the Hijra and the Biblical Year of Creation Supported by a Tradition Mentioned by Abu Al-Fadl and Abd Al-Qadir Baduni
Author: Cohen, Ariel
Date: 2020-06-00
Type: Journal Articles
Subjects: Astronomy,Time,Islam,Science History,Biblical Literature,Religion,Judaism,Christianity,Science Education

The connections between astronomy and timekeeping are longstanding. One approach to the teaching of Astronomy is it can serve as a unique platform to illustrate the advancement of science from ancient times along with the strong interrelation between science and religion. Here we chose to describe the influence of astronomical measurements that led to the determination of calendars with emphasis on the Islamic epoch: During the second century the Ethiopian Church placed the world's year of creation (YOC) at exactly 5500 years before the Incarnation, thus expressing the view that it is related to the first day of the second half of the sixth millennium since their believed to be the YOC. The Ethiopian Church also believed that the astronomical visualization of the sky in the YOC which placed the vernal equinox and the newmoon in the same day, repeated itself in the year 5500. In a previous work we showed that &quot;Astronomical coincidence&quot; is a notion originated from Jews who believed that the YOC, Exodus, and the building of the Temple were mystically connected by similar rare newmoon events relative to the vernal equinox. Here we show that the founders of Islam believed in a similar mystical coincidence, explicitly that the 16th of July, 622 AD,-- the epoch of the Islamic calendar--, is exactly the day in which the 6000th lunar year started after the biblical creation based on the number of solar years from creation as determined by Eusebius. We show that our astronomical calculations are in accordance with a tradition mentioned by Abu al-Fa?l and Badauni.
Functions and Strategies of Teachers&apos; Discursive Scaffolding in English-Medium Content-Based Instruction
Author: Tajeddin, Zia
Date: 2020-10-00
Type: Journal Articles
Subjects: Language of Instruction,Content and Language Integrated Learning,Scaffolding (Teaching Technique),Bilingualism,Second Language Learning,Second Language Instruction,Teaching Methods,Classroom Communication,Metacognition,Audio Equipment,Content Analysis,International Schools,Schemata (Cognition),Foreign Students,English (Second Language),Foreign Countries,Language Teachers

Although decades of research have documented scaffolding in second language learning, providing scaffolding in content-based instruction (CBI) has remained under-explored. This qualitative study investigated teachers' discursive scaffolding strategies and functions and L2 students' reciprocity to teachers' scaffolding in science CBI. Four teachers and 30 bilingual students were selected through convenience sampling from an international school. The audiotaped recordings of 24 hours of classroom instruction were transcribed and analyzed based on discursive scaffolding strategies (Walqui, 2006) and scaffolding functions (Wood, Bruner, &amp; Ross, 1976). The deductive content analysis of data demonstrated that the most frequent scaffolding strategies were bridging and schema building while contextualizing and developing metacognition were barely observed. Furthermore, the findings revealed that scaffolding functions were mostly aimed at providing the idealized version, recruiting pursuit of a goal, and controlling frustration, whereas marking critical discrepancy was rarely employed. It can be concluded that scaffolding strategies and functions mostly pertain to enhancing students' comprehension rather than developing metacognition. These findings have implications for the applicability of types of scaffolding strategies and functions in CBI classrooms.
Factors Influencing Students&apos; Decision to Drop out of Online Courses in Brazil
Author: de Vasconcellos, Isabella Moreira Pereira
Date: 2020-00-00
Type: Journal Articles
Subjects: Decision Making,Dropout Rate,Dropouts,Adult Students,Online Courses,Electronic Learning,Usability,Educational Quality,Course Content,Value Judgment,Cognitive Style,Student Satisfaction,Cultural Influences,Goal Orientation,Failure,Foreign Countries

In recent years, e-learning has been the fastest growing educational form in students' numbers, and this industry's market revenue (Lee, Choi, &amp;Kim, 2013). Despite this growth, concern about the significantly higher student dropout rate of students in online courses as compared with conventional learning environments has increased. Brazil has also registered a significant increase in the number of students interested in this type of education, but the dropout rate is a considerable concern to institutions. This study's objective was to identify the relevant variables behind online students' dropout decision in Brazil. After a literature review that determined the ten most recurrent and relevant variables, we heard professional e-learning experts. They indicated, from their standpoint, what the most pertinent variables influencing dropout would be. Based on this, we conducted a quantitative survey with e-learning students, considering the factors indicated in the literature on this subject and educational professionals' indications. This study's contribution was to verify that the quality support is extraordinarily relevant and has a high correlation with students' perception of Usefulness, the quality of Course Content, and ease of System Use.
Novice Teachers&apos; Discursive Construction of Their Identity: Insights from Foreign Language Classrooms
Author: Li, Li
Date: 2020-10-00
Type: Journal Articles
Subjects: Language Teachers,Professional Identity,Teaching Methods,Instructional Effectiveness,Second Language Learning,Second Language Instruction,English (Second Language),Secondary School Students,Classroom Communication,Beginning Teachers,Discourse Analysis,Foreign Countries,Correlation,Pedagogical Content Knowledge,Faculty Development,Teacher Attitudes,Video Technology

Language teacher identity has received considerable attention in the past decade for its crucial roles in improving effective pedagogy and enhancing teacher learning. While a large number of studies have been conducted to investigate the multidimensional nature and complexities of in-service teacher identity, there is still insufficient knowledge regarding novice teachers who stayed in the profession for less than three years. In particular, although much research has argued the significant relationship between discourse and identity, few studies have investigated teacher identity through the lens of classroom discourse. This article addresses these gaps by drawing on applied conversation analysis to investigate the identity construction of seven teachers in the context of Chinese secondary English classes. Classroom recordings were made for detailed moment-by-moment analysis to explore the complexity of being a novice teacher in classroom practice. Findings revealed that identity construction - manifested through interactive work with students -- is by and large about developing personal practical knowledge and engaging in language-related practices. The article discusses the implications of researching teacher identity for effective pedagogy and teacher education.
Forming Tourism Higher School Students&apos; Readiness for Foreign Language Communication in Ukraine Tertiary Level
Author: B?bushk?, Sv?tl?n? Rostyslavivna
Date: 2020-00-00
Type: Journal Articles
Subjects: Tourism,Second Language Learning,Second Language Instruction,Foreign Countries,Intercultural Communication,Employment,Teaching Methods,Language Proficiency,College Students,Language Skills,Comparative Analysis

The article reveals the dynamics of forming readiness for foreign language communication of future tourism employees in higher school. To trace it, a complex of theoretical and empirical methods was used: literature overview, comparison, systematization and generalization, questioning, testing, pedagogical observation, survey, statistical calculations of the obtained results. In the pedagogical experiment the accent was put on the content component of the formation of students' readiness for foreign language communication. 600 university students participated in it. Firstly, the introductory level of students' knowledge was defined. Secondly, the dynamics of forming students' readiness for foreign language communication was checked in four types of activities: listening, reading, writing and speaking. The authors worked out the original pedagogical technology which included practical classes, independent work, special courses, excursions, gamification, system of exercises and tasks based exclusively on tourism industry-oriented content. The analysis of the moulding experiment results illustrated that the level of students' readiness for foreign language communication according to the content criterion significantly increased.