ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship of Character Strengths with Peer Bullying and Peer Victimization among Adolescents
Author: Gülbahar, Emine
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Peer Relationship,Bullying,Victims,Antisocial Behavior,Personality,Aggression,Personality Traits,Gender Differences,Moral Values,Decision Making

This research examined the relationship of character strengths with peer bullying and peer victimization. The research group consists of 663 high school students in Kocaeli chosen by convenience sampling method. Character Growth Index, Peer Bullying Scale Adolescent Form and Personal Information Form have been used. The results indicated that peer bullying was related to the strengths of perseverance, humility, optimism, kindness, love/care, calmness, wisdom, spirituality, and honesty, while no relationship was found with courage and forgiveness. It was also found that peer victimization was related to the strengths of perseverance, humility, optimism, kindness, love/care, calmness, courage, wisdom, spirituality, and honesty character strengths, while there was no correlation with the strength of forgiveness. As a result of the regression analysis, the strength of perseverance and honesty in the Character Growth Index explained 10% of the total variance in being a victim of peer bullying, while the strength of perseverance, humility, spirituality, and honesty in the Character Growth Index explained 16% of the total variance in performing peer bullying. In the examination made according to the gender variable, it was found that there was a statistically significant difference in the sub-dimensions of optimism, kindness, calmness, courage, wisdom, and honesty in the Character Growth Index scale according to gender. Again, according to the gender variable, it was found that the total peer victimization and total peer bullying scores of the students were higher in male students than in female students.
A Pedagogical Dialogue between English for General Purposes and English for Medical Purposes: Marching from Short Story Reading and Art Practice to the Writing of a History of Present Illness
Author: Tsai, Pi-hua
Date: 2022-00-00
Type: Journal Articles
Subjects: Medical Students,Vocabulary Skills,Literary Genres,Reading Assignments,Writing (Composition),Diseases,English for Special Purposes,Medical Education,Patients,Story Telling,Empathy,Literature,Art Activities

In a country where English is not a native language, the language course designs for undergraduate medical students may usually underscore the instruction of language itself (e.g., grammar). This study demonstrated how literature (i.e., stories in this study) and the practice of art were integrated into the pedagogy of English for Medical Purposes, i.e., writing the history of present illness (HPI), which records the progression of a patient's present illness from the first sign and symptom to the present. The integration was based on the shared elements between the genres of story and HPI: the characters, the setting, the plot (i.e., a beginning, middle, and end), the conflict (i.e., a problem), and the resolution (i.e., the solution of the problem). Forty-three freshmen medical students first read &quot;A Rose for Emily&quot; by William Faulkner. Then they learned categories of vocabulary words from the text of the story, such as those of aging and light. They then drew and described their favorite scenes. An instruction by a doctor on the components of an HPI followed. Finally, they practiced writing part of an HPI for Emily, the protagonist of the story, by imagining she was a patient at a clinic. The results demonstrated students' profound depiction of the characters' appearance, understanding of their psychological world, the role of women, their empathy toward them, and their imagination of the story. The essential elements of an HPI were also found in their HPI write-ups. The pedagogical implications of this integrated approach to language teaching was also discussed.
Is Learning Really Just Believing? A Meta-Analysis of Self-Efficacy and Achievement in SLA
Author: Goetze, Julia
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language Acquisition,Academic Achievement,Self Efficacy,Methods,Beliefs,Self Concept,Self Esteem

The positive psychology movement (Seligman, 1998) has contributed to the proclamation of a positive turn in second language acquisition (SLA) (MacIntyre et al., 2016). Within the context of individual differences, &quot;self-efficacy&quot; (Bandura, 1997), an individual's judgment of their capability to achieve goals, has gained particular interest in language learning (e.g., Lake, 2013). The present study meta-analyzes a body of research that has investigated the relationship between second language (L2) self-efficacy and L2 achievement by exploring 1) reporting practices in this domain, 2) the strength and direction of the relationship, and 3) the effects of moderator variables on the self-efficacy-achievement link. A comprehensive literature search uncovered 37 studies, which contributed to a total of 40 independent samples (N = 23,050). The average observed effect in the sample was r = 0.46. A moderator analysis showed systematic variations in the effect size for learners' first language, target language, proficiency level, and both self-efficacy and achievement type. We discuss our findings with respect to theoretical constructs and methodological practices and suggest implications for L2 pedagogy and future research into self-efficacy in SLA.
Chinese English Teachers&apos; Attitudes towards a Multicultural Approach to English Language Teaching in China&apos;s College Classrooms
Author: Fang, Xing
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Course Descriptions,Foreign Countries,Language Teachers,Teacher Attitudes,Cultural Awareness,Teaching Methods,Global Approach,Professional Identity,Professional Autonomy,Communicative Competence (Languages),College Students,College Faculty,Multicultural Education,Teacher Characteristics

The global use of English in diverse cultural contexts calls into question the dominant representations of Anglo-American culture in English language textbooks. To contribute to the discussion of this issue, this study aimed to investigate the attitudes of Chinese College English teachers towards a more balanced treatment of culture in English language teaching when they need to follow a required textbook. It examined the results of a focus group interview, in which a total of six female Chinese English teachers were invited to share their opinions and practices of teaching English culture in China's college classrooms. It was noted that cultures other than Anglo-American culture received inadequate attention and focus in the teachers' teaching process because they lacked both control over syllabus design and sufficient awareness of the relationship between global cultures and English today. Without gaining solid institutional support, altering perception of the English language and adjusting professional identity, it seemed difficult for the teachers to exert greater autonomy in the classroom to enhance their students' communicative competence and teach English truly as an international language.
Effects of Advance Organizers on Taiwanese Middle School Students&apos; English-Video Listening Comprehension
Author: Wang, Hsin-Cheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Advance Organizers,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Comparative Analysis,Cognitive Ability,Grade 8,Foreign Countries,Student Attitudes,Video Technology,Language Proficiency,Scaffolding (Teaching Technique),Listening Comprehension,Instructional Effectiveness

This study investigated the effects of advance organizers on Taiwanese middle school students' English listening comprehension after they watched videos. The participants were 82 eighth-graders in Taiwan, and they were randomly assigned to one of three groups: a control and two experimental groups. Two language proficiency levels- low-to-medium and high- were created. One advance organizer, comprising text aids, was used in experimental group 1, whereas two advance organizers, comprising text aids and visual aids in experimental group 2 were used. The results revealed a significant difference between the three groups among participants with high English proficiency. A difference approaching significance also existed between high-proficiency participants in terms of percentage accuracy in two types of comprehension tests, one comprising general questions and the other comprising specific/inferential questions. Participants' attitudes and perceptions toward video watching and advance organizers were highly favorable. The participants in the two experimental groups experienced a lower cognitive load than did those in the control group. The findings imply that advance organizers serve as effective scaffolding, especially for middle school students who are highly proficient in listening comprehension. However, participants with low-to-medium proficiency may be initially unreceptive to the advance organizers used because they may impose an excessive cognitive load.
Mobile Assisted Academic Vocabulary Learning
Author: Jiang, Man-Luo
Date: 2022-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Vocabulary Development,English (Second Language),Second Language Instruction,College Students,Academic Language,Writing (Composition),Program Effectiveness,Educational Technology,Cooperative Learning,Majors (Students),Foreign Countries

While existing literature supports the use of smartphones to teach English vocabulary, limited studies have addressed how learned words can be transferred to college students' writing. This action research study designed pretest, treatment on mobile phones, posttest, and out-of-class pair-work, followed by a delayed posttest after three weeks to promote academic vocabulary use in writing. In the four-week treatment, academic words and collocations were designed using Quizlet units, combined with in-class writing practice. In the pair-work stage, the participants were allowed freedom to choose words they desired to learn and to exchange each other's word logs with recycling of taught vocabulary designed in the treatment. Assessment of the pretest, posttest, and the delayed posttest involved (a) a general academic vocabulary test (receptive knowledge), (b) a vocabulary test of target words (gap-filling), and (c) an in-class writing task. Results show that our mobile-assisted language learning (MALL) project helped participants remember more words after their MALL experiences and apply them in their writing; meanwhile, such improvement could be maintained. Pair work was more favored than individual work as the participants indicated a stronger preference and endorsed collaborative learning. We argue that mobile devices should be combined with new learning strategies for both in-class and out-of-class learning.
Negotiating Cultural Conceptualizations in Films through a Cultural Linguistics Approach: Implications for Intercultural ELF Communication Education
Author: Chao, Tzu-chia
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Second Language Learning,Second Language Instruction,English (Second Language),Films,Foreign Countries,Visual Aids,Teaching Methods,Figurative Language,Language Usage,Schemata (Cognition)

English as a lingua franca (ELF), a shared contact language of communication for speakers from different linguistic and cultural backgrounds, has become a common phenomenon in a globalized world. Central to ELF interactions is the ability to negotiate meanings drawing on a broad range of cultural repertoires and linguistic resources. Helping ELF learners and users develop this ability is essential in English language teaching. This paper describes how to adopt a Cultural Linguistics approach to explore the cultural conceptualizations in the contextualized languages of two English-subtitled Taiwanese films. The results reveal that the structural concepts suggested by Cultural Linguistics could become useful strategies to negotiate and explain some cultural schemas, categories and metaphors entrenched in films. Accordingly, pedagogical implications from the film-based research for intercultural ELF communication education in English language teaching are discussed.
Gamified Mobile-Assisted Formative Assessment for Reviving Undergraduate Learners&apos; Overall Language Proficiency: A Quasi-Experimental Study
Author: Yassin, Baderaddin
Date: 2022-00-00
Type: Journal Articles
Subjects: Gamification,Computer Assisted Instruction,Handheld Devices,Second Language Learning,Computer Assisted Testing,Language Tests,Formative Evaluation,Language Proficiency,Listening,Vocabulary,Grammar,Undergraduate Students,Placement Tests,English (Second Language),Foreign Countries,Adult Learning,Arabs,Computer Oriented Programs,Pretests Posttests,Scores,Outcomes of Education

The lack of opportunities to practice the English language outside the English as a Foreign Language (EFL) classroom can prevent English language learners (ELLs) from promoting their language proficiency to high standards. This lack makes the progress from one level of English to the next one a hard mission for Arab students. Subsequently, students' mastery of the English language is often not expected to occur without frequent practice and organized formative assessment. To enrich such methods of assessment, a mobile-assisted language learning (MALL) technique was adopted in a classroom formative assessment for holistic language proficiency of listening, vocabulary, and grammar to determine whether it would make a difference in results. For fourteen weeks, this quasi-experiment consisting of a pre-post-test one group design was carried out over two cycles of seven weeks each, with 598 participants. During the experiment, students practiced formative assessment conventionally during the first cycle, while this assessment was done with the medium of two mobile apps: Kahoot! and Quizizz during the second cycle. The results of the Oxford Placement Test (OPT), replicated as the pre-test and post-test, indicated that mobile-assisted formative assessment resulted in a statistically-significant positive influence of using mobile apps on students' overall language proficiency.
HANNA -- A Gamified Digital Supplementary Course Material Developed to Help Socially Disadvantaged Pupils Learn English
Author: Szabó, Fruzsina
Date: 2022-00-00
Type: Journal Articles
Subjects: Gamification,Economically Disadvantaged,Second Language Learning,English (Second Language),Foreign Countries,Technology Uses in Education,Handheld Devices,Design,Learning Motivation,Independent Study,Supplementary Education,Program Implementation,Academic Achievement,Elementary School Students,Middle School Students,Language Skills,Language Tests,Outcomes of Education

When it comes to language learning and teaching, one of the major issues that needs to be tackled is the large differences between students in terms of school performance, especially socially disadvantaged children who tend to lag behind their peers. Research on language teaching tends to focus on the average learner, thus leaving little room for students living and learning in low socio-economic regions (low SES). Central Europe, and particularly Hungary, displays one of the most considerate gaps in education, where disadvantaged regions and schools often underperform on the national curriculum tests. Innovation, alternative pedagogical methodologies and different mindset in teaching can bring about enhanced motivation, especially by employing digital devices and the elements of gamification. The purpose of our study is to introduce a new, tablet-based digital language course programme (HANNA), developed specifically for socially disadvantaged pupils in grades 5-7, which draws upon the teacher's role as a facilitator. The paper explains and describes the factors that contributed to designing the structure of HANNA, along with the organisation of the programme and the gamified elements that are meant to motivate students, thus providing an insight into material development specifically for disadvantaged pupils.
It Has Potential But…&apos; -- Exploring University Students&apos; Experiences and Perceptions of Breakout Rooms during the COVID-19 Pandemic
Author: Savvidou, Christine
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Experience,Electronic Learning,Cooperative Learning,COVID-19,Pandemics,Higher Education,Synchronous Communication,Foreign Countries,Student Attitudes,Psychological Patterns,Ethics,Peer Relationship,Expectation

COVID-19 has created a dramatic and rapid transition to emergency remote teaching in higher education (HE) creating both new opportunities and challenges for lecturers and their students. As HE adapts to these new circumstances, there is a need for instructors to design and teach classes that support collaborative learning and increase opportunities for student interactivity. This article reports on an ongoing study exploring university students' experiences and perceptions of using breakout rooms (BRs), a technical feature of many synchronous online platforms, as part of their online classes. Using a mixed methods research approach, 127 students, who were registered on English language courses at a university in Cyprus during Spring 2021, participated in the study. Findings indicate that students' experiences and perceptions of breakout rooms during this period were impacted in five key areas: (1) emotional/affective, (2) moral/ethical, (3) social, (4) pedagogical and (5) technological. These findings suggest that students' personal feelings, attitudes to online learning, sense of connectedness to their peers, expectations of the role and presence of the lecturer and issues relating to the technology, are all considered to be significant factors in their use of BRs. This study offers initial insights for educators who wish to use, modify and/or adapt synchronous online teaching to incorporate collaborative learning opportunities through breakout rooms.
Tertiary Language Lecturers&apos; Preferences and Views on the Use of Internet Resources for EFL Listening
Author: Kiliçkaya, Ferit
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,Second Language Learning,English (Second Language),Teacher Attitudes,Preferences,Internet,Instructional Materials,Listening,Educational Technology,Video Technology,Independent Study,Technology Uses in Education

This exploratory study reports on the results of a survey on the tertiary language lecturers' preferences regarding the access of EFL listening materials by Internet resources. A total of 80 EFL lecturers participated in the study. The data were gathered using an online survey that included short-answer questions. Moreover, semi-structured individual interviews were conducted with 10 participants. The study demonstrated that the participants used the Internet mainly for preparing extra materials for their learners so that they could also practice listening outside the classroom. The materials selected were mainly educational videos on a variety of topics, which were spoken by EFL speakers representing different native languages. The participants used these materials outside the class to support their autonomous L2 learning.
Using Augmented Reality (AR) as an Authoring Tool in EFL through Mobile Computer-Supported Collaborative Learning
Author: Belda-Medina, Jose
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Second Language Learning,Teacher Education Programs,Preservice Teachers,English (Second Language),Second Language Instruction,Teacher Competencies,Student Attitudes,Foreign Countries,Instructional Effectiveness,Barriers

Several studies have been published to date about the use of Augmented Reality (AR) as a breakthrough technology in education, but most of them focused on the impact of using prepackaged information on student motivation and engagement. This paper analyzes the affordances and limitations of AR in second language learning, emphasizing its potential as transformative rather than delivery technology in teacher training programs. The novelty of this research is that it examines the attitudes and creative skills of pre-service teachers to meaningfully integrate AR-based projects aimed at teaching English from a Computer-Supported Collaborative Learning model. The sample size was 229 Education students from the University of Alicante (Spain), who created 47 vision-based and location-based projects through different authoring tools, and utilized them to teach English to children. Quantitative and qualitative data were gathered through a pre-post-test, teaching experience videos and class debates. The research findings revealed that the teacher candidates lack practical training in AR content creation and implementation from a technological and pedagogical perspective, but their attitudes towards AR integration as transformative technology were very positive, particularly regarding student attention, collaboration and shared enjoyment. Spearman's Rho correlation coefficient also demonstrated a relationship between positive attitudes towards AR integration in EFL and the level of difficulty perceived by participants.
Weathering the Storm: Learning Strategies That Promote Mathematical Resilience
Author: Khumalo, Vuyisile L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Mathematics Instruction,Teaching Methods,Resilience (Psychology),Mathematics Achievement,Disadvantaged,Grade 12,High School Students,School Districts,Student Attitudes,Learning Theories,Family School Relationship,Decision Making,Foreign Countries

Most learner achievement studies tend to focus on identifying individual characteristics, ignoring the learning strategies that promote mathematical resilience. The focus of the study is on the assets embedded in an individual and their interplay with the environment. It is expected that resilience plays a deciding role in learners' foreground with the potential to affect learner mathematics achievement in constrained environments positively. This study, framed within the socio-ecological perspective of resilience, explored how disadvantaged learners learn mathematics in a disadvantaged environment in the Further Education and Training band in South Africa. A total of nine (five boys and four girls) Grade 12 learners learning mathematics in disadvantaged environments from Johannesburg West and Johannesburg Central districts were purposively selected and one-on-one semi-structured interviews were conducted with them. This thematic report pays attention to the qualitative phase of a broader study that employed a sequential exploratory design that draws from the work of Vygotsky, Carroll and Skovsmose. The framework focuses on the dynamic interactions between learners and the connection between the home and the school. Accordingly, the findings revealed two interrelated themes, namely foreground and growth strategies. These themes make apparent the connection between the context and the interpretation of the context by an individual as translated into decisional processes. Implications for teachers are discussed.