ethanporcaro/eric-fulltext-meta huggingface dataset:
A Per-Second Investigation of the Interconnectedness between Linguistic and Cognitive Factors Underlying L2 Willingness to Communicate
Author: Nematizadeh, Shahin
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Communication (Thought Transfer),Video Technology,Systems Approach,Correlation,Psycholinguistics,Speech Communication,Recall (Psychology),Teaching Methods,Cognitive Processes,Native Language,Indo European Languages,Graduate Students,Foreign Students,Foreign Countries,Student Attitudes,Task Analysis,English (Second Language),Language Tests

Willingness to communicate (WTC) research has recently witnessed a paradigm shift with the more recent studies looking at the shifting and dynamic nature of the variable. A growing body of literature has interpreted such dynamicity from a complex dynamic systems (CDS) perspective. The theory of CDS has four basic properties, one of which, and the focus of this study, is the interconnectedness among subsystems. This property mainly involves the interplay amongst parts of a system, which interact and influence one another, determining the subsequent dynamics in the system. This qualitative, exploratory study employed an idiodynamic method to investigate the interconnectedness of the cognitive and linguistic factors underlying second language (L2) WTC. To this end, 20 participants completed four three-minute monologic speaking tasks while being video-recorded. Immediately after, they viewed their recordings, rated their WTC moment by moment, and explained the WTC changes in stimulated recall interviews. The interviews were coded, and instances where WTC was affected by cognitive and linguistic factors were identified and analysed. Three patterns of interconnectedness emerged: (1) WTC and linguistic factors; (2) WTC and cognitive factors; and (3) WTC, and linguistic and cognitive factors. Findings provide a clearer account of the interconnectedness property in the WTC system, lending support to viewing WTC as a CDS. The article highlights the importance of self-perception and availability of content message, in addition to the above factors, and concludes with a brief discussion of the pedagogical implications for L2 classroom.
Dear Diary: An Exploration of L2 Teachers&apos; Emotional Experiences
Author: Dumancic, Dino
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,Emotional Response,Work Environment,Teacher Student Relationship,Class Activities,Self Control,English (Second Language),Foreign Countries,Elementary Secondary Education

Studies focusing on affective factors/emotions in learning are a mainstay in second language (L2) research. L2 teacher-focused research has also made advances in this domain and established the importance of affective factors for both learners and teachers. Despite the field's understanding of the emotional complexity of L2 teaching, much remains undiscovered. The aim of this qualitative research was to investigate L2 teachers' (N = 21) emotional experiences in the classroom. Specifically, by using a teacher diary we set out to document: (1) the emotions teachers reported in their place of work and during their interactions with learners, (2) the classroom activities teachers were engaged in when they experienced specific emotions, and (3) the regulatory practices they engaged in when dealing with both pleasant and unpleasant emotions. Our findings show that L2 teachers most frequently experienced pleasant emotions such as satisfaction, joy, and pride. In regard to unpleasant emotions, they primarily revealed frustration, irritability, and disappointment. Both types of emotions were mostly instigated by their learners and were related to L2 classroom activities in the areas of grammar, speaking, and reading. The teachers admitted to regulating both pleasant and unpleasant emotions. Finally, teachers revealed that they used down-regulation, reappraisal, deep breathing, and suppression as the most frequent emotion regulation strategies.
Navigating Challenges and Teaching through Lived Experiences as Graduate Student Instructors
Author: Cervantes, Marisa V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Methods,Professional Identity,Student Experience,Learning Experience,Racism,COVID-19,Pandemics,Social Justice,Equal Education,Educational Strategies,Resistance (Psychology),Self Concept,Political Influences,Social Influences

Historically, graduate students across academic disciplines have been expected to teach courses in their field, at the college level, without sufficient guidance. This is known as a stressful and difficult experience, but for some graduate students this can be compounded by their positionality, both in the hierarchy in academia as well as their individual minoritized statuses (racial, sexual, gender, or otherwise.) Brought about by our own experiences and struggles, this paper addresses two primary questions: (1) How do our identities impact our experiences as graduate student instructors? And (2) How do we use lived experiences as sociologists and instructors to create a better learning experience for our students? We answer these questions and end the discussion with a call to action, highlighting anti-racism and disrupting the status quo of academia. The call to action is especially pertinent considering the current social and political tensions laid bare by the COVID-19 pandemic and the continuous fight for racial justice and equity.
The Importance of Ending Well: A Virtual Last Class Workshop for Course Evaluation and Evolution
Author: Styles, Erin B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Attitudes,Course Evaluation,College Science,Genetics,Curriculum Development,Workshops,Online Courses,Electronic Learning,Student Participation,Curriculum Design,COVID-19,Pandemics,Feedback (Response)

The last class session of the academic term represents an excellent opportunity to solicit meaningful feedback from students who have just completed the course. To capitalize on the students' first-hand knowledge of their own experiences with our course and maximize the impact of the last class for our Canadian graduate-level genetics course, we have used and optimized a workshop first described by Bleicher (2011) as a means of obtaining real-time, in-person course evaluations, and driving course evolution. Presented as an empowering opportunity for student activism, students are asked to contribute collaboratively to improving future iterations of the course. This approach stimulates thoughtful discussions, generates honest and useful feedback, and requires only nominal preparative work on the part of the instructor, whose primary role during the workshop is as a facilitator. In light of the COVID-19 pandemic, we've assessed student perceptions of two virtual models for the Last Class Workshop--one using Google Docs, a free web-based word processor, and another using Miro, a collaborative whiteboard platform--to identify whether or not the Last Class Workshop can be effectively translated for a synchronous online learning environment. Student responses to the virtual workshops have been highly positive, and participants overwhelmingly preferred the Miro adaptation. We suggest that this is an effective way to access the expert knowledge of our students to develop innovative adaptations, updates, and evolutionary change at the end of a course, and conclude with a proposal for maintaining this virtual tool after in-person learning resumes.
The People behind the Publications: Reflections on a Decade of Reviews
Author: Abrahamson, Earle D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Publications,Editing,Writing for Publication,Journal Articles,Evaluators,Educational Research,Feedback (Response)

This article reflects on my personal experience as a TLI reviewer. It draws upon a decade of learning with and from colleagues, and connects the lessons learned from being both a reviewer and producer of SoTL output. I signpost the challenges and opportunities that belie the role of a TLI reviewer and celebrate the success the role brings. Through the role of TLI reviewer, I have learned how to reshape feedback and structure guidance to support the submissions of manuscripts to TLI.
The Influence of Emotions and Word Frequency in First and Second Language Processing: Evidence from the Emotional Stroop Task
Author: Lizarazo Pereira, Diana Marcela
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Word Frequency,Language Processing,English (Second Language),Native Language,College Students,Second Language Learning

First (L1) and second (L2) language speakers process information differently. The current study explores whether L1 and L2 English language speakers process the emotional connotations of high and low-frequency words using the emotional Stroop task. With this task, we measure the reaction time required to name the color of words with positive, neutral, and negative valence. The sample was 100 participants, 50 L1 English speakers and 50 L2 English speakers. Our results show that L2 English speakers process words slower than L1 English speakers do. L1 English speakers processed positive words faster than negative words, but L2 English speakers displayed a reversed pattern, which indicates L2 emotional attenuation for negative words.
Sensitizing Citing Practices of Graduate Students of TEFL in Academic Summary Writing
Author: Rezvani, Reza
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Graduate Students,Citations (References),Foreign Countries,Academic Language,Writing Strategies,Language Teachers

This study investigates how sensitizing graduate L2 students about source-text use might affect their citation practices. Two summary writing tasks involving two similar published articles, one irrelevant and one pertinent to source-text use, were assigned individually to 16 graduate English language teaching students from Iran. After completing the tasks, the students participated in retrospective interviews about their source-text use. Recursive thematic data analysis indicated that while they were inclined towards more direct source-text use in the first summary, they opted for more indirect and academic source-text use that involved their contribution and interpretation in the sensitizing task. The paper discusses the significance of sensitizing students to source-text use.
The Impact of Mentoring on English Language Teachers: A Case from Argentina
Author: Pérez Berbain, Mercedes
Date: 2023-00-00
Type: Journal Articles
Subjects: Mentors,English (Second Language),Language Teachers,COVID-19,Pandemics,Teacher Attitudes,Faculty Development,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Public Schools

Despite evidence on the benefits of mentoring with beginning teachers, little is known about the impact of mentoring on experienced teachers. Based on a qualitative research design, this study explores mentoring with 11 teachers of English as an additional language (four mentors and seven mentees) during the COVID-19 epidemic. Data were gathered through mentees' journals, interviews, and documents. Drawing on thematic analysis, mentees were found to improve their teaching practice and develop their professional knowledge. Specifically, they displayed more sensitivity to learners, unleashed creativity, improved class management, strengthened relationships, increased motivation, and developed reflective competencies. The study argues that mentoring can allow all English language teachers to build knowledge with other teachers from their own experiences and for other teachers and educational stakeholders.
Pedagogical Relationships and Identities in Research Incubators: Reconceptualizing Research Training for Language Teachers
Author: Abad, José V.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Education Programs,Private Colleges,Foreign Countries,Administrator Attitudes,Case Studies,Student Attitudes,Teacher Competencies,Power Structure,Teacher Researchers,Epistemology,Research Training,Cooperative Learning,Mentors,Role Models,Teamwork,Critical Thinking,Self Esteem

This article reports on a case study that analyzed pedagogical relationships and teacher identities in research incubators. Conducted over two years in an English teaching program at a Colombian private university, the study included semi-structured interviews with four research incubator coordinators and two focus groups with eight students. We found that mentoring in research incubators nurtures attitudes and competencies crucial to the students' construction of their identity as teacher researchers. From the results of our research, we built a theoretical model that describes pedagogical relationships in research education around the axes of power and affect. Finally, we draw some implications about an epistemological shift from knowledge-centered to knower-centered pedagogical relationships in collaborative approaches to research training.
Needs Analysis to Design an English Blended Learning Program: Teachers&apos; and Administrators&apos; Voices
Author: Tamayo Cano, Luis Hernando
Date: 2023-00-00
Type: Journal Articles
Subjects: Needs Assessment,Teacher Attitudes,Administrator Attitudes,Blended Learning,Curriculum Design,Program Implementation,State Universities,English (Second Language),Second Language Learning,Second Language Instruction,College Second Language Programs,Foreign Countries,Language Teachers,College Faculty,Cultural Context,Grounded Theory,Faculty Development,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods

This needs analysis study sought to identify the contextual requirements to design and implement a blended learning program in English at a Colombian public university. Data on teachers' and administrators' perceptions were gathered through a questionnaire, interviews, and focus groups and analyzed using grounded theory. Findings revealed the need to invest considerably in new personnel and e-infrastructure. Likewise, students' context should be considered to design EFL blended programs. Teachers and students should be offered ICT and methodological professional development. Finally, the program should carefully balance the integration of face-to-face and online modalities. This investigation can help the academic community of language educators and curriculum designers carry out needs analysis studies for creating contextualized blended learning programs.
Imagined Identities and Imagined Communities: Colombian English Teachers&apos; Investment in Their Professional Development
Author: Ovalle Quiroz, Marcela
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Professional Identity,Foreign Countries,Language Proficiency,Language Usage,Teaching Methods,Learning Processes,Faculty Development,Work Environment,Language of Instruction,Educational Policy,Teacher Attitudes,Case Studies,Technological Literacy,Pedagogical Content Knowledge,Bilingualism,Communities of Practice,Spanish,Political Influences

English teachers' professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or limited the active and committed participation of nine Colombian teachers of English in professional development programs. Findings suggest that English teachers are invested in their professional development if they may develop three imagined identities--as proficient English speakers, ELT experts, and ICT competent users--and their affiliation to an imagined community of &quot;bilinguals.&quot; The teachers' journey to the imagined identities and the imagined community is full of conflicting emotions amidst the socio-political context of their work and the country's language education policies.
Strengthening Reading Competence in English Using a Reading Comprehension Module
Author: Gálvez, Juan Diego
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,High School Students,English (Second Language),Second Language Instruction,Grade 6,Second Language Learning,Reading Skills,Communicative Competence (Languages),Learning Modules,Program Effectiveness

This article reports the results of a study carried out at a public high school in Colombia whose objective was to design and determine how a reading comprehension module contributed to strengthening English literacy competence in sixth graders. The methodological framework entailed a basic outline of the action-research cycle. The qualitative data analysis was designed descriptively, focusing on three research moments corresponding to each cycle's stages. The results show that the implementation of the material had a significant impact on the development of literacy competence, which suggests the material could be a tool for supporting English language learning.
EFL Writing Studies in Colombia between 1990 and 2020: A Qualitative Research Synthesis
Author: Guapacha Chamorro, María Eugenia
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Writing Instruction,Foreign Countries,Educational History,Literature Reviews,Educational Research,College Students,Secondary School Students,Elementary School Students

This article provides a comprehensive qualitative synthesis of EFL writing studies published in Colombian journals between 1990 and 2020. We synthesised 63 research reports regarding authorship, publication year, focus, methodology (context, participants, research paradigm, design, and data collection methods and analyses), validity, reliability, ethics, findings, limitations, and further research. Our findings reveal that EFL writing is a developing research area in Colombia, characterised as a predominantly qualitative inquiry into adult writing instruction and learning at universities. From the findings, we propose a research agenda and some guidelines for authors and reviewers to enhance and evaluate research reports.
Mapping English Language Teacher-Researchers&apos; Collaboration and Networking Practices throughout Their Professional Paths
Author: Trujeque-Moreno, Eva Estefania
Date: 2023-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Mexicans,Foreign Countries,Teacher Collaboration,Social Networks,Resumes (Personal),Faculty Development,Cohort Analysis,Career Development,Teacher Researchers,Educational Experience,College Faculty,Teacher Characteristics,Faculty Publishing,First Generation College Students,Communities of Practice,Professional Autonomy

This article reports the findings of a multiple case study that identifies and describes the collaboration and networking practices of four Mexican English language teaching professionals belonging to two MA cohorts: 2005-2007 and 2007-2009. For two years, curriculum vitae analysis, maps, and in-depth interviews were used to collect data on these professionals' paths. Three dimensions were examined: teaching, organization, and research, as well as levels of involvement in these professional activities, which construct and shape participants' collaboration and networking practices. The findings revealed that each teacher-researcher's agency was directly related to their capitalization of diverse strategies in each dimension and how this, in turn, configured their engagement in the English language teaching community or other communities.
Professional Demotivating Factors among High School, Institute, and University EFL Teachers: A Comparative Study
Author: Honarparvaran, Maryam
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),High Schools,Universities,Institutes (Training Programs),Teacher Motivation,Teacher Attitudes,Influences

This mixed-methods study investigated and compared the professional demotivating factors for EFL teachers in three contexts: high schools, language institutes, and universities. Consequently, a validated questionnaire and semi-structured interviews were employed to gather data from 189 Iranian EFL teachers. The results indicated that the most prominent demotivating factors were financial issues, students' demotivation, facilities and course books, and neglecting teachers for educational decision making. However, financial issues and facilities and course books were less demotivating for university teachers. During the qualitative phase, it was also revealed that supervisors' feedback and attitudes, relationships with colleagues, and preferential treatments negatively affect EFL teachers' motivation. Furthermore, unlike high school teachers, language institutes and university EFL teachers perceive job insecurity as incredibly demotivating.
EFL Secondary Education Teachers&apos; Perceptions toward Using Online Student Response Systems
Author: Cancino, Marco
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,English (Second Language),Language Teachers,Teacher Attitudes,Audience Response Systems,Emergency Programs,Electronic Learning,Distance Education,Educational Needs,Gamification,Foreign Countries,Graduate Students,Barriers,Affordances

This mixed-methods study explored 30 EFL teachers' perceptions of online student response systems (OSRSs) in emergency remote teaching settings. Data were collected using a survey addressing components related to the acceptance and use of OSRSs and semi-structured interviews. Survey findings revealed that OSRS components are regarded as helpful and engaging by EFL teachers. At the same time, interview data identified drivers (ease of use, increased student engagement, and immediate feedback) and obstacles (internet connection issues, lack of training, and distractive elements) concerning OSRS use. Pedagogical implications refer to the need for EFL teachers to receive proper training before using OSRSs and the benefits of accepting the gamified aspects of OSRSs as a significant feature that can support learning.