ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Learners&apos; Perceptions on Different Accents of English and (Non)Native English-Speaking Teachers in Pronunciation Teaching: A Case Study through the Lens of English as an International Language
Author: Candan, Karolin
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Pronunciation,Native Speakers,Teacher Competencies,Communication Skills,Teaching Methods,College Students

Although Turkey is a country where English is taught as an international language (EIL), very few research studies have focused specifically on learners' attitudes toward different accents and pronunciations. Therefore, this paper attempts to highlight Turkish university preparatory school students' perceptions on different English pronunciations and accents and on native and non-native speakers' and teachers' English pronunciation. It also aims to point out the in-class/learning environment factors that impact pronunciation learning in English classes. Based on a review of the literature analyzing attitudes towards different pronunciation and accents, online surveys and focus group interviews with 10 volunteers were conducted to collect data for this study. The survey results revealed that a great number of participants believe that correct pronunciation is crucial in communication. Also, all the in-class/learning environment factors had significant impact on the participants' perceived pronunciation. Interview results indicated that most learners agreed that as long as a pronunciation is intelligible, it can be considered as good. In addition, despite admitting the positive effect of native English-speaking teachers (NESTs) on their pronunciation, most participants did not ignore the positive influence of non-native English-speaking teachers (NNESTs) on their pronunciation improvement. Because most participants indicated that they wanted to receive more pronunciation-focused instruction, this study has some implications for the institutions and material designers that may reconsider the weighing and variety of pronunciation practice when compared to other language skills.
Changemaking and English Language Learners (ELs): Language, Content and Skill Development through Experiential Education
Author: Alexandrowicz, Viviana
Date: 2021-00-00
Type: Journal Articles
Subjects: Experiential Learning,Student Centered Learning,Second Language Learning,Second Language Instruction,English (Second Language),21st Century Skills,Change Agents,Empathy,Problem Solving,Skill Development,English Language Learners,Service Learning,Student Projects,Active Learning,Teaching Methods,Social Change

The idea of offering all children and youth an education that is experiential, student centered, engaging, and relevant to life is not a new concept (Dewey, 1938; Kolb, 1981). Preparing students with the competencies, skills, and character for full participation in the 21st century has become the vision of schools, educators, and organizations around the world (NEA, 2020; Geisinger, 2016; Trilling, B. &amp; Fadel, C., 2009). Changemaker teachers, staff, and administrators believe in facilitating children and youth development as citizens for the 21st century. These educators also guide them as agents of change who empathize with others and solve real life problems for the greater good. These children and youth are what Ashoka calls &quot;Changemakers&quot;. (Ashoka, 2020). This article explores the potential for facilitating the development of English Learners (Els) as Changemakers by using effective Second Language Acquisition (SLA) approaches in combination with experiential approaches. The intent is to contribute a theoretical framework and curriculum ideas for effective practice to help English language learners develop language, access content, and develop 21st century skills as Changemaker attributes.
iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia
Author: Alshammari, Jawza
Date: 2021-00-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Uses in Education,Instructional Effectiveness,Second Language Learning,Second Language Instruction,English (Second Language),Thinking Skills,Teaching Methods,Cognitive Ability,Technology Integration,Teacher Attitudes,Student Attitudes,Taxonomy,Teacher Role,Student Role,Teacher Student Relationship,Case Studies,Foreign Countries,Educational Benefits,Elementary School Students,Elementary School Teachers,Females,Single Sex Schools

This research study was designed to clarify the effectiveness of innovative technology use in order to develop cognitive skills in Saudi Arabia with particular focus on the use of iPads in English as a Foreign Language (EFL) classes. New technology approaches are continually being implemented in educational environments but there is often lagging analysis as to the effectiveness of these approaches. In the context under review the implementation of iPads represented a significant shift from using paper and pen to using a portable touchpad and digital pen. This qualitative study comprising observations, interviews and focus groups with teachers and students in four primary EFL primary classrooms in Saudi Arabia. It aimed to investigate any links between EFL teaching approaches, revised Bloom's Taxonomy of thinking skills and the use of iPads. The findings indicated an unevenness in the application of revised Bloom's Taxonomy in English instruction generally and most iPad teaching practices were represented at lower order thinking levels (Remember, Understand and Apply). Also, flexible use of iPads when teaching-learning EFL represented levels of revised Bloom's Taxonomy which aligns with specific roles of; teacher (T), teacher-student shared role (TS) and student (S) and plays a part in representing cognitive skills. These findings contribute to tablet devices use in language learning literature by highlighting the 'how' of EFL instruction based on revised Bloom's Taxonomy.
The Patterns of Paragraph Writing in the International Journals
Author: Sutrisno, Adi
Date: 2019-00-00
Type: Journal Articles
Subjects: Journal Articles,English (Second Language),Second Language Learning,Contrastive Linguistics,Periodicals,Native Speakers,Evaluators,Language Patterns,Computational Linguistics,Written Language,Academic Language,Writing (Composition)

The patterns of paragraph writing as commonly used in the international journal are deemed necessary to be studied by scholars of non-English background wishing to write an article for publication in the international journals. Scholars of non-English speaking background, according to a number of research reports on rhetoric contrastive, have a somewhat different approach in their paragraph composition. This difference might create difficulties for the scholars to swing their type of paragraph writing to the one which does not belong to them. Therefore, it is imperative that the scholars of non-English speaking background study the writing convention as commonly used in the international journal. This study sought to identify the patterns of paragraph writing that is commonly used in international journals. For the purpose of this study, a total of 250 paragraphs of the 25 international journal articles were selected for analysis whether the pattern of paragraph is more oriented to deductive or inductive one. Analyses were performed by two raters assisted by a native speaker of English. The results showed that more than 86% paragragh patterns were written using deductive pattern, while the rest, about 11% used inductive pattern, and the remaining 2% used a sandwich pattern.
Self-Concept, Interpersonal Processes, Exploratory and Health Risk Behaviors in Adolescents -- A Study Regarding Student Engagement with School
Author: Ciumageanu, Mugur
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Interpersonal Relationship,Health Behavior,Risk,Learner Engagement,Student School Relationship,Self Management,High School Students,Adolescents,Adolescent Development,Social Adjustment,Correlation,Measurement Techniques,Foreign Countries

Adolescence is by definition an &quot;age of risk&quot;, irrelevant if you substantiate such a claim experientially or empirically. Mid-adolescence is the period where the processes of both neural and socio-emotional maturation are linked with an increase in both exploratory and health-risk behaviors. The present study, using a cross-sectional approach, investigates aspects of intra and interpersonal processes in relationship to risk behaviors and risk perceptions, and tries to link these constructs to student engagement. The study-sample consisted of 107 9th to 12th graders from three Romanian counties. The measures used were self-reports, appraising intrapersonal configurations (Beck Self-Concept Test), interpersonal problems (Inventory of Interpersonal Problems), and social and school adjustment (Social Adjustment Scale-Self Report). Risk behaviors and perception were measured with the Adolescent Exploratory and Risk Behavior Rating Scale (AERRS). The main research finding was that student engagement with school is in direct relationship with a better self-concept, more exploratory risk behaviors and a more adequate social adjustment. A puzzling result, explained probably better by the dual-process theory of behavior, is the relationship of risk perception to self-concept and interpersonal problems (id est -- a greater risk perception is correlated with a more fragile self-concept and more interpersonal problems).
The Effect of Implicit Corrective Feedback on English Writing of International Second Language Learners
Author: Khadawardi, Hanadi Abdulrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),English (Second Language),Second Language Learning,Writing Instruction,Foreign Countries,Student Attitudes,College Students

Debate about the value and the effect of both kinds of corrective feedback, explicit and implicit on second language writing has been prominent in recent years. Second language writing researchers investigate whether written implicit corrective feedback facilitates the acquisition of linguistic features. In contrast, L2 writing researchers generally emphasize the question of whether written corrective feedback helps student writers improve their writing texts and reduces their language errors. Understanding these differences is important because it provides guidelines for English language writing teachers on what are the best way to provide feedback for student writers. A quasi-experimental study was conducted to investigate the effects of implicit corrective feedback on the English writing of international second language learners in a UK educational context. It scrutinizes the application of teacher implicit written feedback in relation to the advancement of the writing skill of second language learners within a short-term period. A case study consisting of a small group of international students received implicit written feedback through codes representing specific types of writing errors. Participants were also interviewed to understand their views regarding teacher implicit written feedback and their reactions towards it. The results of the study revealed that teacher implicit written feedback helped correcting particular type of errors while other errors mandated the intervention of the teacher oral feedback.
Exonormativity, Endonormativity or Multilingualism: Teachers&apos; Attitudes towards Pronunciation Issues in Three Kachruian Circles
Author: Mozaheb, Mohammad Amin
Date: 2020-12-00
Type: Journal Articles
Subjects: Multilingualism,Second Language Learning,Second Language Instruction,English (Second Language),Language Variation,Foreign Countries,Linguistic Theory,Pronunciation,Language Teachers,Teacher Attitudes,Pronunciation Instruction,Native Speakers,Language Attitudes,Professional Identity,Pedagogical Content Knowledge,Metalinguistics,Teaching Methods,Cross Cultural Studies,Sociolinguistics

Despite the accumulated body of debates surrounding English as an international language (EIL), and stronger orientations towards mutual intelligibility, little research has been done on teachers' attitudes towards English pronunciation pedagogy in ELT classes. To address this gap, this study explores the perceptions of 352 English teachers from all Kachruvian Circles towards pronunciation pedagogy within the framework of English as an international language. Using a questionnaire, supplemented with interviews, the findings demonstrated an exonormative-endonormative gap among teachers in expanding circles (EC) and outer circles (OC). While teachers in the EC circle were in favour of native-speakerism, OC teachers highly valued their own local forms of English while they were in favour of native English. Native English teachers' replies were also indicative of their acceptance of different varieties of English. Teachers' preferences in regard to their attitudes towards varieties of English also show a disconnection between teachers' theoretical knowledge and practical knowledge about world Englishes (WEs) in ELT classes which might have influenced the construction of their professional identity. This article argues that together with encouraging and valuing different varieties of English, it is essential to promote ways to raise teachers' awareness in order to acclimate to the rapid spread and changes of English as a pluricentric language.
Close to the Heart or Close to the Home? Motivational Factors Influencing EFL Teaching as a Career Choice among Female Arab Citizens of Israel Students
Author: Garra-Alloush, Iman
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,English (Second Language),Second Language Instruction,Career Choice,Females,Arabs,Foreign Countries,Preservice Teachers,Language Teachers,Student Attitudes

The purpose of this study is to examine pre-service teachers' motivations for choosing English as a foreign language (EFL) teaching as a future profession for Female Arab citizens living in Israel. Data were gathered using the adapted Factors Influencing Teaching Choice (FIT-Choice) scale. Study participants (a cohort of N = 100) responded to a questionnaire of 38 motivational factors that had influenced them to choose English teaching as a future profession when entering education colleges. In addition, 20 of the participants took part in semi-structured interviews. Results revealed that the reasons Arab students become English teachers are based on a combination of intrinsic, extrinsic, and altruistic motivations. As all study participants were women, our results provide an initial indication of what draws Arab women living in Israel to the profession.
A Methodological Review of Machine Learning in Applied Linguistics
Author: Lin, Zhiqing
Date: 2021-00-00
Type: Journal Articles
Subjects: Applied Linguistics,Computer Software,Computational Linguistics,Interdisciplinary Approach,Comparative Analysis,Second Language Learning,Second Language Instruction,Research Reports,Phonetics,Neurolinguistics,Psycholinguistics,Language Tests,Clinical Diagnosis,Artificial Intelligence

The traditional linear regression in applied linguistics (AL) suffers from the drawbacks arising from the strict assumptions namely: linearity, and normality, etc. More advanced methods are needed to overcome the shortcomings of the traditional method and grapple with intricate linguistic problems. However, there is no previous review on the applications of machine learning (ML) in AL, the introduction of interpretable ML, and related practical software. This paper addresses these gaps by reviewing the representative algorithms of ML in AL. The result shows that ML is applicable in AL and enjoys a promising future. It goes further to discuss the applications of interpretable ML for reporting the results in AL. Finally, it ends with the recommendations of the practical programming languages, software, and platforms to implement ML for researchers in AL to foster the interdisciplinary studies between AL and ML.
Challenges Experienced by Teachers Regarding Access to Digital Instruments, Resources, and Competences in Adapting the Educational Process to Physical Distancing Measures at the Onset of the COVID-19 Pandemic in Romania
Author: Safta-Zecheria, Leyla
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Electronic Learning,Teacher Attitudes,Coping,Access to Education,Technological Literacy,Distance Education,Classroom Techniques,Faculty Development,Barriers,Access to Computers

Emergency remote teaching replaced face-to-face education almost everywhere in the world at the onset of the Covid-19 pandemic. Romania switched to online teaching in March 2020 as a recommendation that became an obligation to teach online in late April 2020. Teachers saw themselves confronted with the need to adapt to a completely new infrastructure for teaching and learning in the digital sphere. Building on qualitative data (interviews and focus groups), collected as part of a participatory action research project aiming to support school teachers in adapting to online education, we explore the question: How did teachers understand and respond to the challenges brought about by using digital instruments and resources in the educational process? Our findings show that teachers faced challenges in accessing technological and digital infrastructures, as well as in ensuring that pupils had access to online teaching and learning activities. Moreover, teachers were faced with the need to rapidly develop the digital competences necessary for online teaching. This prompted exchanges between teachers, pupils and parents, as well as the setting up of support structures within and outside school structures.
Disrupting the Deficit Gaze: Equity Work with University Supervisors
Author: Yeigh, Maika J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Teaching,Cooperating Teachers,Faculty Development,Teacher Student Relationship,Student Teacher Supervisors,Supervision,Stress Management,Equal Education,Social Bias,Social Justice

Teacher candidates commonly experience tensions within their clinical field placement classroom. Recently, candidates have brought forward tensions around the use of a deficit gaze (Dudley-Marling, 2007) on students and their families by their mentor teachers. Where candidates of the past would ignore negative framing, current candidates want to disrupt the status quo. This conceptual article describes one EPPs attempt to support teacher candidates &quot;disruption&quot; of instances where a mentor teacher used a deficit-lens toward students and/or their families. Clinical supervisors were offered professional development to support teacher candidates and guide them to disrupt in ways that maintained the professional relationship with the mentor teacher.
Higher Education&apos;s Marketization Impact on EFL Instructor Moral Stress, Identity, and Agency
Author: Scott, Timothy
Date: 2021-00-00
Type: Journal Articles
Subjects: Stress Variables,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Commercialization,Moral Values,Professional Identity,Self Concept,Professional Autonomy,Teacher Attitudes,College Faculty,Higher Education

Higher educational institutions (HEIs) have experienced a dramatic reconceptualization as academia strives to align its organizational design and civic mission with the societal notion that education is obliged to prioritize quantifiable results. The traditionalistic ethos that knowledge is acquired through reason and the pursuit of critical inquiry has been supplanted by a marketized ideology that education is a transactional process. The latter notion fails to foster the development of students' core competencies. The resulting commodification of education has repurposed HEIs from serving a public good to serving a private good and has impacted institutional policies, program offerings, curriculum design, pedagogy, and instructor and student assessment. English foreign language (EFL) programs face immense pressure to conform to external idealized beliefs concerning appropriate course design and implementation. Such pressure limits instructors' ability to perform their tasks efficiently. The burden of cultural and institutional constraints and unmanageable expectations has led to myriads of professional and moral stresses that negatively affect EFL instructors' identity and agency in their occupation. This article explores the marketization of universities and its subsequent impact on EFL instructors. Demands from various stakeholders create moral stress for instructors; influence instructor identity through shaping the perceived, actual, and external ought self; and produce damaging consequences related to diminished instructor agency in the classroom.
Mindfulness-Based Supervision: Awakening to New Possibilities
Author: Haberlin, Steven
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Teacher Supervision,Daily Living Skills,Supervisor Supervisee Relationship,Models,Coaching (Performance),Teacher Effectiveness,Teaching Methods,Faculty Development

Up until the resurgence of an academic journal, the field of educational supervision has had to travel incognito (Glanz &amp; Hazi, 2019; Mette, 2019). With the development of the &quot;Journal of Educational Supervision,&quot; however, supervision scholars have been invited to push new boundaries and experiment with non-traditional approaches about the conceptualization of supervision. In that spirit, I present a &quot;mindfulness-based approach to supervision,&quot; one that could help supervisors meet the present challenges of remaining more consciously skilled while simultaneously helping teachers practice self-care. While mindfulness-based programs and approaches have taken root in other PK-12 education and higher education fields, supervision remains behind the curve in this area. As such, I use this article to discuss the possibilities of grounding supervision in a more meditative fashion and entertain the concept of the Awakened Supervisor, an exaggerated caricature to demonstrate how mindfulness might be conceptualized. I also address what this might look like in actual practice.
On Instructional Improvement: A Modest Essay
Author: Hazi, Helen M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Improvement,Teacher Evaluation,Feedback (Response),Teacher Supervision,Inservice Teacher Education

If we say we 'deliver feedback to teachers,' we most likely subscribe to a traditional approach to instructional improvement. In this approach the principal or supervisor treats the teacher as passive recipient who is expected to act on feedback that is too generic to be useful, and promotes a simplistic view of teaching and its improvement. In this essay I examine instructional improvement, a vague and taken-for-granted concept. I then identify what complicates our thinking about it, pose two competing approaches, and acknowledge our challenges. The essay concludes with a call to focus on teacher learning, if supervision scholars profess instructional improvement as our common purpose.