ethanporcaro/eric-fulltext-meta huggingface dataset:
Pair Negotiation When Developing English Speaking Tasks
Author: Bohórquez Suárez, Ingrid Liliana
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 7,Cooperative Learning,Teamwork,Public Schools,Speech Skills,Second Language Learning,English (Second Language),Case Studies,Qualitative Research,Data Analysis,Learning Processes,Decision Making,Sociolinguistics,Convergent Thinking,Video Technology,Semi Structured Interviews,Persuasive Discourse,Preferences,Gender Bias

This study analyzes what characterizes the negotiations of seventh graders at a public school in Bogotá when working in pairs to develop speaking tasks in EFL classes. The inquiry is a descriptive case study that follows the qualitative paradigm. As a result of analyzing the data, we obtained four consecutive steps that characterize students' negotiations: Establishing a connection with a partner to work with, proposing practical alternatives, refusing mates' propositions, and making practical decisions. Moreover, we found that the constant performance of the process of negotiation provokes students to construct a sociolinguistic identity that allows agreements to emerge.
Deconstructing Religion in Jeanette Winterson's &quot;Oranges Are Not the Only Fruit&quot;: A Metacritical Study
Author: Al-Shara, Zaydun
Date: 2015-02-00
Type: Journal Articles
Subjects: Religion,Novels,English Literature,Literary Criticism,Theories,Islam,Biblical Literature

The last few decades have witnessed an interesting new dimension in creative writing as a number of novelists have addressed literary theory in their literary texts, thus acting as creative metacritics. One intriguing writer who addresses theory in her fiction is the British novelist Jeanette Winterson. In this paper I intend to present Winterson as a creative metacritic of Deconstruction in her controversial novel &quot;Oranges Are Not the Only Fruit&quot; (1985). My argument is in two parts. First I present Winterson's treatment of religious texts, both Biblical and Quranic, in a manner that simulates Deconstructive critics when they interpret literary texts. I will show how Winterson uses her narrative to deconstruct religious beliefs and stories in order to open new possibilities of interpretations to replace these religious references. Next, I focus on Winterson's narrative and her intriguing use of embedded texts that function as interpretative riffs of the deconstructed religious texts. After rejecting the authority of religion and history as reliable sources of truth, she proposes other possibilities of interpretation that seem more realistic and more personal.
Competing Environmental Ethics in Cooper's &quot;The Pioneers&quot;
Author: Mnassar, Sabri
Date: 2015-04-00
Type: Journal Articles
Subjects: Ethics,Environmental Education,Environmental Influences,Ecology,Novels,Nature Nurture Controversy,Literary Styles,Literary Criticism,Literature Appreciation

This essay examines the environmental worthiness of James Fenimore Cooper's &quot;The Pioneers&quot; and analyzes the various and competing environmental ethics that Cooper introduces in this novel through his descriptions of the different relationships between humans and the natural world. Among these different environmental ethics are the anthropocentric view of nature, the idea that the natural environment should be valued only for the satisfaction of human needs and interests, and the view that nature has intrinsic value and that it should be valued for its own sake. This essay also examines Cooper's own preferences and attitudes towards these different environmental ethics. It highlights Cooper's deep regret and disappointment at the thoughtless destruction of nature, the rapid disappearance of wildlife from the American wilderness and the degradation of the nonhuman natural environment. For these reasons, this essay underlines Cooper's stature as a pioneer of American literary environmentalism and as an early precursor of the modern Environmental Movement.
EFL in Public Schools in Mexico: Dancing around the Ring?
Author: Basurto Santos, Nora M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Public Education,Teacher Attitudes,Observation,Interviews,Documentation,Instructional Effectiveness,Secondary School Teachers,Teaching Methods,Time Factors (Learning),Class Size,Student Diversity,Educational Resources

The teaching and learning of English as a foreign language has a long tradition within the Mexican public education system. Unfortunately, this endeavor has been unsuccessful for the most part throughout the country. In this paper, we share and compare the results of two studies, ten years apart, whose data collections were carried out in very similar contexts. Both studies looked at what is happening in practice from the teachers' perspectives. Class observation, interviews, and official documents were important sources of information. We conclude that even though there has been ten years between these two studies there seem to be no changes that could enhance the teaching and learning of English as a foreign language in public schools.
Speak Out: Tupac Shakur
Author: Brown, Angela Christin
Date: 2015-02-00
Type: Journal Articles
Subjects: Social Structure,Popular Culture,Activism,Self Advocacy,Poetry,Art Expression,Social Class,Social Justice

Once man understands the social environment which surrounds him, it will determine the ground on which he walks. It is in how we judge others that we perceive our own identities. It is from how we judge others that a level of structure is made. From an organizational climate, permeates a class structure, which may then develop into a community. It is this community that determines experience. In this article, the author describes the need for having one's voice heard. She presents the experiences of Tupac Shakur, raised in a hostile environment, and how he used this environment in his music and in his films. The author further explains the need to having her voice heard, which she does through poetry.
A Didactic Proposal for EFL in a Public School in Cali
Author: Chaves, Orlando
Date: 2016-00-00
Type: Journal Articles
Subjects: Public Schools,Foreign Countries,Statistical Analysis,Language Proficiency,Oral Language,Action Research,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Elementary School Students,Instructional Design,Grade 1,Units of Study,Workshops,Student Projects

This article reports an action-research project aimed at designing, applying, and assessing a didactic sequence for teaching English as a foreign language in the first grade of a public school in Cali. The article comprises the context, reasons that justified the research, theoretical support, methodology, and results, analyzed through descriptive statistics and a data matrix. The findings suggest that the didactic proposal was easy to use for the teacher, understandable for the students, and appropriate for the students' proficiency level due to its emphasis on the oral skills. It was concluded that didactic material should follow the pacing of the teachers' academic work and has to be closely linked to the reality of teachers and students.
Patterns of Negotiation of Meaning in English as Second Language Learners' Interactions
Author: Samani, Ebrahim
Date: 2015-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Foreign Countries,Computer Mediated Communication,Discourse Analysis,Discussion,Literary Genres,Interaction,Undergraduate Students

Problem Statement: The Internet as a tool that presents many challenges has drawn the attention of researchers in the field of education and especially foreign language teaching. However, there has been a lack of information about the true nature of these environments. In recent years, determination of the patterns of negotiation of meaning as a way to delve in these environments has grown in popularity. Purpose of the Study: The current study was an effort to determine the types and frequencies of negotiation of meaning in the interaction of Malaysian students as English as a second language learners and, furthermore, to compare findings of this study with correspondent previous studies. To this end, two research questions were posed for this study: (a) what types of negotiation of meaning emerge in text-based synchronous CMC environments? and (b) Are there any differences between findings of this study and previous studies in terms of negotiation of meaning functions in this environment? Method: Participants of this study were fourteen English as second language learners at Universiti Putra Malaysia (UPM). They were involved in a series of discussions over selected short stories. Analysis of students' chat logs was carried out through computer-mediated discourse analysis (CMDA). Findings and Results: This study yielded 10 types of functions in negotiation of meaning, which are clarification request, confirmation, confirmation check, correction or self correction, elaboration, elaboration request, reply clarification or definition, reply confirmation, reply elaboration, and vocabulary check. Furthermore, findings of this study indicated that students negotiated with an average of 2.10 per 100 words. According to the findings of this study, the most-frequently used functions were confirmation, elaboration, and elaboration request and the least frequently used functions were vocabulary check, reply confirmation, and reply clarification. The findings of this study were in line with the findings of previous studies in that the proficiency of the participants influences the amount of negotiation for meaning strategies that occur. Conclusions and Recommendations: Findings of this study will give insight to teachers, learners, and researchers in the field of SLA and will help to sustain their liveliness and curiosity. Taking into account the current situation of Malaysia as the country that host so many international students from all over the world, future studies of these kinds can focus on examining the factor of proficiency in different dyads and its effect on students' interactions in terms of negotiation of meaning.
EFL Students' Perceptions of Social Issues in Famous Works of Art
Author: Bautista Urrego, Lizmendy Zuhey
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Student Attitudes,Second Language Learning,English (Second Language),Social Problems,Art,Art Appreciation,Critical Thinking,Clubs,Discussion Groups,Data Collection,Observation,Notetaking,Interviews,Interpersonal Communication,Qualitative Research,Secondary School Students,Grade 10,Language Skills,Communicative Competence (Languages),Data Analysis,Transformative Learning,Intervention,Case Studies

This article reports on a qualitative, descriptive, and interpretative research intervention case study of English as a foreign language students' construction of perceptions on social issues found in famous works of art. Participants in this study engaged in the practice of critical thinking as a strategy to appreciate art that expresses social issues. The research was conducted at a Colombian public school over ten days. Famous works of art were presented with the purpose of creating a conversation club in which students were expected to identify and discuss social issues implicit in those works of art. Data were collected through direct observation, field notes, and interviews. Findings showed participants' perceptions of works of art while interacting in English conversations.
The Effect of Two Types of Corrective Feedback on EFL Learners' Writing Skill
Author: Farshi, Sina Soltanabadi
Date: 2015-02-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Control Groups,Comparative Analysis,Scores,Advanced Students,Electronic Mail,Teacher Student Relationship,Writing Skills,Writing Assignments,Pretests Posttests,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Statistical Analysis

The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners' writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the learners were asked to write about it. In class A, the learners had to deliver their assignments to the teacher in classroom; then the teacher wrote the corrective notes on their papers and gave their papers back the next session. In class B, students had to write their assignments on their electronic instruments, and after that send written tasks via email to the teacher, and he also sent the corrective comments on their errors through email. In class C, as control group, no corrective feedback was given to learners' errors in their written tasks. Moreover, in class C, learners were free to deliver their writings whether in class or by email. The obtained results showed both methods to be effective since the scores of both experimental groups were significantly higher than the scores of control group, but electronic feedback was more effective and profitable than traditional type; because scores of the learners in group B (Electronic feedback) were significantly higher than class C (Traditional feedback).
Creating a Pedagogical Space That Fosters the (Re)Construction of Self through Life Stories of Pre-Service English Language Teachers
Author: Quintero Polo, Álvaro Hernán
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,English Teachers,Intervention,Personal Narratives,Biographies,Preservice Teacher Education,Preservice Teachers,Transformative Learning,Reflective Teaching,Teacher Background,Qualitative Research,Professional Identity,Humanization,Teaching Methods,Educational Practices

People's true selves comprise a life story that may be considered as a narrative. With that idea in mind, the purpose of this article is to report on a pedagogical intervention that bridged life stories and a narrative perspective to examine nine, out of eighty, pre-service English language teachers' (re)construction of their true selves while engaged in a three-step introspective practice. Such (re)construction was manifested in written life stories which were interpreted and found to reveal these main themes: Meaningful Others in Shaping Their &quot;Self-as-Teacher,&quot; The Human Dimension in the Formation of Teachers of English, and Becoming Teachers of English Who Are Transformative, Instead of Transmissionists.
Cooperative Learning with a Focus on the Social: A Pedagogical Proposal for the EFL Classroom
Author: Contreras León, Janeth Juliana
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,English (Second Language),Second Language Instruction,Grade 7,Foreign Countries,Interaction,Teaching Methods,Social Influences,Observation,Questionnaires,Socialization

This article is a report of a pedagogical intervention which was developed with a group of seventh graders during their English as a foreign language class in a public school in Bogotá. It is part of an investigation in which the main purpose was to foster students' classroom interaction through the use of cooperative learning principles from a dialogical perspective that focused on social aspects of students' school lives. Thus, the instructional design incorporated a methodology that focused on the students' realities and provided opportunities for dialogue, cooperation, and reflection. From a pedagogical perspective, this experience promoted changes in the classroom practices allowing a new vision of group work, encouraging personal growth and social awareness among participants.
The Indecisive Feminist: Study of Anne Sexton's Revisionist Fairy Tales
Author: Mohammed, Nadia Fayidh
Date: 2015-02-00
Type: Journal Articles
Subjects: Feminism,Fairy Tales,Poetry,United States Literature,Sex Stereotypes,Role Models,Females,Males

Fairy tales to female writers are major resource for their abundant writings, but for the feminist poets since 1960s, they become essential subject matter to often deal with in their literary production. With the motivation to address the conventional tradition of patriarchal society, and re-address the stereotype females inhabiting these tales, feminist writers set upon revealing the underlying sub-context of these tales, presenting them with more adult-suited themes. Anne Sexton's &quot;Transformation&quot; is a pioneering revision of Grimm's fairy tales in which the poet does not only satirize the patriarchal society she grew up in, but she also rejects the female stereotype that her upbringing intended her to be. In the following paper, the feminist messages which Sexton's fairy tales intended to deliver are examined to reveal the poet's position concerning feminism and her relationship with female role-models and the male figures she presents in her fairy tales.
How Novice EFL Teachers Regulate Their Negative Emotions
Author: Arizmendi Tejeda, Silvia
Date: 2016-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Language Teachers,English (Second Language),Second Language Instruction,Negative Attitudes,Emotional Response,Self Control,Semi Structured Interviews,Observation,Emotional Intelligence,Qualitative Research,Elementary School Teachers,Foreign Countries

This research report shares the findings that emerged from a qualitative study in which the main objective was to discover whether or not novice English as a foreign language teachers regulate their negative emotions during their initial teaching practice, and if so, how they do this. The data were collected by semi-structured interviews and observations, and analyzed by microanalysis and constant comparative analysis. The participants were five novice teachers who study English at the same university, and who were giving classes as part of their internship. The results from this research revealed that these particular novice English as a foreign language teachers use different emotional strategies to regulate their negative emotions.
Collaborative Work and Language Learners' Identities When Editing Academic Texts
Author: Caviedes, Lorena
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Second Language Instruction,English (Second Language),Private Colleges,Qualitative Research,Case Studies,Tutoring,Collaborative Writing,Editing,Theses,Journal Writing,Interviews,Professional Identity,Academic Discourse,Undergraduate Students,Bilingual Education Programs,Group Dynamics,Grounded Theory

This paper presents a qualitative case study that involved three groups of English as a foreign language pre-service teachers at a Colombian private university. Each group attended tutoring sessions during an academic semester. Along these sessions, students were asked to work collaboratively in the editing process of some chapters of their thesis project through a corpus interface. Students wrote journals and participated in interviews about their experiences. Teachers also wrote journal entries to describe and interpret their observations from the meetings. Findings reveal the participants' identities that emerged from their group dynamics and their insights about their collaborative process when editing academic texts.
Challenges of the &quot;HOW&quot; Journal in Spreading Teachers' Works in Times of Ranking Pressures
Author: Cárdenas, Melba L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Writing Teachers,Authors,Writing for Publication,Scholarship,Periodicals,Reputation,Journal Articles,Committees,Editing,Scaling,Peer Evaluation,Academic Discourse

Colombian universities and some professional organisations have faced the challenge of gaining visibility, mainly via accredited publications whose reputation depends upon their inclusion in prestigious rankings. This article contains a documentary analysis of the evolution of the &quot;HOW&quot; journal, the authors' profiles, and their preferred themes and concerns--as evidenced in the articles published to date and in records of the editorial processes kept over the past ten years. From that analysis we derive a series of challenges dealing with editorial policies and processes which are closely related to current trends in the evaluation systems that govern the rankings of academic journals.
Reviewing the Intersection between Foreign Language Teacher Education and Technology
Author: Viáfara, John Jairo
Date: 2011-12-00
Type: Journal Articles
Subjects: Second Language Instruction,Language Teachers,Teacher Education Programs,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Teacher Competencies,Technological Literacy,Teacher Attitudes,Literature Reviews,Cooperative Learning,Teaching Methods

The advent of new technologies in education has inspired a vast array of expectations in relation to the improvement of teaching processes. Surprisingly, the impact of these tools has not influenced the pedagogy of foreign languages as substantially and promptly as was predicted. Nonetheless, this article reveals that efforts are being made by scholars to increase the impact of new technologies in the preparation of educators. This review article takes a retrospective look at the last ten years in the field, focusing on the salient trends. Collaboration in computer mediated communication (CMS), teachers' attitudes and performance towards education programs, autonomous learning and project work emerge as tendencies.
Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach
Author: Escobar Alméciga, Wilder Yesid
Date: 2014-10-00
Type: Journal Articles
Subjects: Mentors,Academic Discourse,Writing Skills,English (Second Language),Second Language Learning,Second Language Instruction,Bilingual Education,Student Needs,Language Teachers,Standards,Text Structure,Coding,Writing Instruction,Communities of Practice,Metacognition,Writing Processes,College Students,Foreign Countries

The purpose of the present pedagogical experience was to address the English language writing needs of university-level students pursuing a degree in bilingual education with an emphasis in the teaching of English. Using mentor texts and coding academic writing structures, an instructional design was developed to directly address the shortcomings presented through a triangulated needs analysis. Through promoting awareness of international standards of writing as well as fostering an understanding of the inherent structures of academic texts, a methodology intended to increase academic writing proficiency was explored. The study suggests that mentor texts and the coding of academic writing structures can have a positive impact on the production of students' academic writing.
The Impact of Project Work and the Writing Process Method on Writing Production
Author: Díaz Ramírez, Marcela
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Student Projects,Writing Skills,English (Second Language),Second Language Instruction,Writing Processes,Accuracy,Language Skills,Student Attitudes,Positive Attitudes,College Students,Case Studies,Questionnaires,Group Activities,Writing Tests

This article presents the outcomes of an investigation whose main goal was to implement the methodology of project work and a process approach in order to improve writing production in an English class of Colombian university students since their diagnostic tests showed that their written production had the lowest score. Based on data collected, four factors were developed in the process of learning to write when project work and the writing process method are implemented: accuracy, fluency, integrative language skills, and a positive perception towards writing.