ethanporcaro/eric-fulltext-meta huggingface dataset:
Gaming as an English Language Learning Resource among Young Children in Denmark
Author: Jensen, Signe Hannibal
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Second Language Learning,English (Second Language),Incidental Learning,Informal Education,Games,Young Children,Diaries,Time on Task,Recreational Activities,Music Activities,Recreational Reading,Interpersonal Communication,Television Viewing,Writing (Composition),Vocabulary Development,Language Proficiency,Scores,Intelligence Tests,Verbal Ability,Gender Differences,Oral English,Written Language,Language Usage,Multiple Regression Analysis

This article presents a study of Danish young English language learners' (YELLs') contact with and use of Extramural English (EE) (N = 107, aged 8 [n = 49] and 10 [n = 58]). They have received little formal English instruction: two lessons per week for one year. Data on EE-habits were collected with a one-week language diary (self-report with parental guidance). Participants reported minutes spent each day on seven EE-activities: gaming, listening to music, reading, talking, watching television, writing, and other. Vocabulary proficiency scores were obtained using the Peabody Picture Vocabulary Test (PPVT™-4). The results show that most time was spent on gaming, music, and watching television. Boys gamed significantly more (p &lt; 0.001) than girls (235 minutes/week vs. 47 minutes/week). Additionally, the results show that gaming with both oral and written English input and gaming with only written English input are significantly related to vocabulary scores, in particular for boys. By investigating the EE-habits of YELLs and relations with second language (L2) English vocabulary learning, this study adds valuable new insights and knowledge about a topic that is becoming increasingly important for children in a globalized world.
Nakem Pedagogy: Social Biography in Liberatory Education
Author: Acido, Jeffrey Tangonan
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Theory,Personal Narratives,Biographies

In this article, the author offers the genealogy of his articulation of an emerging pedagogical praxis. He offers, through his discussion of &quot;Nakem&quot; Pedagogy, the profound realization that comes from one's story--a story in itself, not simply a story as a tool or medium, but a story as empirical evidence of one's ontological becoming--an essential element in changing how we see and become in the world. The ideas and experiences discussed in this article are the foundations of &quot;Nakem&quot; Pedagogy. &quot;Nakem&quot; is an indigenous Ilokano word that has a myriad of meanings depending on how one uses it. Loosely, it can be translated as habit, manners, or feelings. However, in the context of this pedagogical project the author defines it as soul-consciousness. &quot;Nakem&quot; pedagogy represents the belief that the primary textbook that ought to be used in class is our soul. The author hopes this article will become a catalyst for a new vision that will create a pathway for an education that engages the depth of our humanity and steers us away from a fragmented way of being.
Encouraging Free Play: Extramural Digital Game-Based Language Learning as a Complex Adaptive System
Author: Scholz, Kyle
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Games,Simulated Environment,Second Language Learning,Teaching Methods,Educational Technology,Technology Uses in Education,German,College Students,Native Speakers,Program Effectiveness,Foreign Countries,Questionnaires

Massively multiplayer online role-playing games like World of Warcraft are ideally suited to encourage and facilitate second language development (SLD) in the extramural setting, but to what extent do the language learners' actual trajectories of gameplay contribute to SLD? With the current propensity to focus research in digital game-based language learning on vernacular games, or commercially available games that are designed with entertainment in mind, it is vital to focus on the extramural setting in which these games are designed to be played, while still being subject to rigorous and empirical analysis. This article examines the extramural gameplay and language-learning trajectories of four university German-language learners as they play World of Warcraft with native German speakers. Positioning learners' experiences within a complex adaptive systems framework (Larsen-Freeman &amp; Cameron, 2008; de Bot &amp; Larsen-Freeman, 2011), the change that each learner undergoes while playing the game over the course of four months is explored in detail. Understanding the game environment as an affinity space (Gee, 2005) helps to substantiate how a game, independent of instructor guidance or classroom intervention, can still promote SLD amongst language learners of varying experiences and proficiencies. The results of this study suggest that numerous factors influence the success of a language learner's extramural gameplay experience, but that these factors must be analyzed in conjunction with the emergent internal and external resources of the complex adaptive system as language learners play and interact with other players in a context removed from the traditional classroom.
Foreign Language Learners&apos; Beliefs about CALL: The Case of a U.S. Midwestern University
Author: Sydorenko, Tetyana
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Second Language Learning,Student Attitudes,Language Attitudes,Computer Assisted Instruction,Second Language Instruction,Beliefs,Technology Uses in Education,Instructional Effectiveness,Learning Motivation,Student Satisfaction,Educational Benefits,Technological Literacy,Technical Support,Student Surveys,Likert Scales,Componential Analysis,Factor Analysis

A significant body of research has examined language learners' attitudes toward particular technologies used in foreign language classrooms. However, literature is scarce on foreign language learners' beliefs toward computer-assisted language learning (CALL) in general. To narrow this gap, we investigated the constructs that compose a system of language learners' beliefs toward CALL at a large U.S. university and examined whether the amount of technology used and the target language (TL) play a role in shaping learners' beliefs. The findings of this large-scale survey of 2,061 students studying nineteen different TLs indicate four factors comprising learners' belief systems toward CALL in this context: efficacy of technology for language learning and its connection to motivation, satisfaction with technology used in the learners' classes, specific benefits of technology, and the importance of computer skills and technical support. Learners' CALL beliefs were more positive when they had had more exposure to technology in their classes, but this varied based on the TL. Higher use of technology outside of class resulted in more positive beliefs across the board, independent of the TL. The pedagogical implications are that greater exposure to effective and varied models of CALL might result in more positive beliefs toward it.
The Integration of a Computer-Based Early Reading Program to Increase English Language Learners' Literacy Skills
Author: James, Laurie
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Reading Instruction,Reading Programs,English Language Learners,Elementary School Students,Grade 3,Reading Improvement,Reading Fluency,Program Effectiveness,Statistical Analysis,Oral Reading,Reading Tests,Correlation,Reading Achievement,Scores,Conventional Instruction,Comparative Analysis,Educational Legislation,Federal Legislation,Pretests Posttests,Second Language Instruction,Reading Comprehension

The intention of this study was to establish if the third grade English Language Learners improved reading fluency when using the computerized Waterford Early Reading Program. This quantitative study determined the effectiveness of the Waterford Early Reading Program at two Title I elementary schools. Students not meeting Grade Level Expectations (GLEs) in reading were enrolled into the computer emphasized reading program. An Analysis of Variance design determined if the students improved reading fluency as measured by the Victory 1000 Oral Reading Fluency test. The findings revealed a correlation between the students who used the Waterford Early Reading Program and reading achievement scores of the students enrolled in the traditional reading program.
Bringing TTS Software into the Classroom: The Effect of Using Text-to-Speech Software in Teaching Reading Features
Author: Meihami, Hussein
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Instruction,Assistive Technology,Computer Software,Reading Instruction,Technology Uses in Education,Reading Fluency,Suprasegmentals,Intonation,Phonology,Reading Improvement,English (Second Language),College Students,Foreign Countries,Outcomes of Education,Multivariate Analysis,Scores

The aim of this experimental research is to investigate the effect of using Text-to-Speech Software (TTS), one of Computer Assisted Language Learning (CALL) resources in teaching reading, in particular, different aspects of reading fluency. In this study we investigated teaching and learning of word stress, word intonation, pitch contour, and fluency of English reading through TTS. It should be stated that comprehension had been a part of the program but was not investigated in the study. The study indicated that word stress, word intonation, pitch contour, and fluency have significantly improved as a result of using TTS software.
An Exploratory Study of ICT Use in English Language Learning among EFL University Students
Author: Tri, Dang Hoang
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,College Students,Majors (Students),Student Surveys,Questionnaires,Student Attitudes,Information Technology,Foreign Countries,Statistical Analysis

There has been a large volume of published studies describing the attitudes of teachers and students towards ICT usage to study English; nevertheless, limited research has been conducted to examine the use of ICT in terms of frequency of use, purposes, perceptions, and expectations among EFL students. Thus, the purpose of the current study was to address this research problem. The research used a convenience sample of 149 English major students who were invited to respond to the questionnaire survey. The findings indicated that the participants spent more time using ICT for private purposes than for English learning purposes. Most of them showed their positive attitudes towards ICT use to study English and expected that ICT should be used more frequently in the classroom in order to maximize language learning and teaching. Gaining an understanding of the way the learners employ ICT for their non-educational purposes may help &quot;shed light on how best to determine their educational uses&quot; (Fujimoto, 2012, p.165). Pedagogical implications were also given in this current inquiry.
The Use of Internet Resources and Browser-Based Virtual Worlds in Teaching Grammar
Author: Kruk, Mariusz
Date: 2014-00-00
Type: Journal Articles
Subjects: Internet,Information Sources,Web Based Instruction,Second Language Instruction,Grammar,Teaching Methods,Foreign Countries,High School Seniors,Experimental Groups,Control Groups,Language Tests,Pretests Posttests,Questionnaires,Student Evaluation,Outcomes of Education,Computer Uses in Education,Simulation,Correlation,Data Analysis

Online virtual worlds are becoming important tools in foreign/second language instruction in view of the fact that they enhance learner motivation, promote autonomy and social presence in a 3D environment. Virtual worlds are a type of reality in which students can meet and communicate with other learners in the target language using text, voice or video as well as share ideas related to language learning. Furthermore, virtual worlds provide learners with the opportunity to take part in virtual language courses or lessons as well as visit places connected with the target language culture. The aim of the study reported in this paper was to investigate the effectiveness of using online activities and a browser-based virtual world in teaching the second conditional in English. The sample consisted of 27 Polish senior high school students who were randomly divided into two groups: the treatment group (N = 13) and the control group (N = 14). The data were obtained by means of a grammar test administered before (prestest) and after the treatment (immediate posttest and two delayed posttests), a background questionnaire as well as an evaluation sheet, were analyzed quantitatively. The results indicate that the treatment students benefited from the instruction with the benefits being visible not only immediately after the treatment but also after four and eight weeks later.
The Path to English Literacy: Analyzing Elementary Sight Word Procurement Using Computer Assisted Language Learning (CALL) in Contrast to Traditional Methodologies
Author: Madill, Michael T. R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Educational Technology,Second Language Instruction,English (Second Language),Qualitative Research,Statistical Analysis,Word Recognition,Foreign Countries,Grade 6,Comparative Analysis,Conventional Instruction,Teaching Methods,Sight Method,Pretests Posttests,Surveys,Reading Tests,Attitude Measures,Anxiety,Gender Differences,Computer Literacy

Didactical approaches related to teaching English as a Foreign Language (EFL) have developed into a complex array of instructional methodologies, each having potential benefits attributed to elementary reading development. One such effective practice is Computer Assisted Language Learning (CALL), which uses various forms of technology such as laptops, desktops, headphones, and various software to teach a language. Another operative, more conventional, method involves traditional-based language instruction utilizing teacher-driven edification and paper-based materials without the use of technology. Given these two instructional variations, this study will examine the quantitative and qualitative effectiveness of teaching Dolch Sight Words (DSW) in South Korean grade six EFL classrooms (n = 205, mean age = 13) by means of evaluating CALL devices in contrast to more traditional teacher-based approaches. The main research question was to establish how these two methodologies influence DSW comprehension, motivation, and acquisition with a focus on whether CALL is more effectual than traditional practices. The results revealed that both methods were effective in increasing DSW acquisition rates with the CALL method having a stronger association related to increasing student motivation. The culminating goal of this study was to identify the most beneficial method thus improving teaching practices and consequential student comprehension of the DSW.
Towards a Broad-Based Understanding of Effective Call Practice: Reactions and Recommendations of University-Level Moroccan English Language Learners
Author: Seilstad, Brian
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Grammar,Case Studies,College Students,Teaching Methods,Independent Study,Foreign Countries,English for Academic Purposes,Language Teachers,Student Attitudes,Student Surveys,Online Surveys,Likert Scales,Instructional Materials,Computer Mediated Communication,Interviews

This paper explores effective uses of technology in teaching with a focus on a case study of English Language Learning (ELL) at a Moroccan university. A review of literature reveals a wide variety of pedagogical practices that are recommended by theory and implemented in practice. These theories and practices describe a spectrum of activities ranging from &quot;traditional&quot; practices that develop specific skills at a similar pace and with a high level of teacher monitoring to &quot;emerging&quot; practices that emphasize independent learning, collaboration, and project- or group-based tasks that assist students in becoming life-long learners and users of technology. The case study focuses on grammar courses in which these Moroccan students improve their knowledge of English grammar in order to be prepared to use English at the academic level. The results reveal that grammar teachers employ a variety of pedagogical practices in their use of the CALL but the majority tends toward &quot;tutorial&quot; or &quot;traditional&quot; approach whereas some of the practices employ the &quot;authentic materials engagement&quot; or &quot;computer-mediated communication&quot; approach as identified in the literature review. Students, when asked what they would do differently if they were the teacher, often identified practices that would be consistent with the emerging practice paradigm even if they had not been exposed to that kind of CALL practice.
Recasting Our Relatives: Eroding and (E)Merging Filipino Connections
Author: Moniz, Jeffrey
Date: 2016-00-00
Type: Journal Articles
Subjects: Filipino Americans,Cultural Maintenance,Cultural Influences,Ethnicity,Genetics,Personal Narratives,Foreign Countries,Information Technology,Science and Society

What is the future of Filipino in Filipino American? What counts as Filipino in Filipino American? Who counts as Filipino in Filipino American? Jeffrey Moniz poses these questions in light of demographic shifts over time and the advent of science and technology, including genetic testing. Moniz first explores indigenous perspectives and methods concerning Filipino identities. Secondly, he engages methods concerning Filipino identities. Thirdly, he explores some of the implications for self-understanding implied by recent developments in DNA testing. And finally, he focuses his analysis on the future utility and continued relevance of what it means to be Filipino and Filipino American.
Filipinos at the University of Hawai'i at Manoa: Condition and Opportunities to Foster College Success
Author: Libarios, Niki
Date: 2016-00-00
Type: Journal Articles
Subjects: Filipino Americans,Undergraduate Students,Statistical Analysis,Community Colleges,Disproportionate Representation,State Universities,Socioeconomic Background,Graduation,Social Stratification,Qualitative Research,Higher Education,Educational Attainment,Academic Achievement

In Hawai'i's public higher education system, Filipinos are well represented at the University of Hawai'i (UH) community colleges while they are underrepresented at the flagship campus of the UH system--the University of Hawai'i at Manoa (UH Manoa). Two recent studies examined this phenomenon and the related experiences facing Filipino students as they transition and progress through their undergraduate years. The first was a quantitative study that examined the effects of social and academic background variables on undergraduate degree completion of Filipino students from the theoretical lens of social stratification (Libarios 2013). The second was a qualitative study that explored the direct experiences of Filipino students and how these experiences influence persistence in undergraduate higher education (Bachini 2011). Combined, these studies present unique insights into the condition of Filipinos at UH Manoa and highlight critical areas to be addressed in order to improve the higher education achievement of Filipinos in Hawai'i. The article begins with a demographic overview of Filipinos as they are represented in the UH community colleges and UH Manoa. Next, a brief overview and summary of key findings from the aforementioned studies are provided. Finally, the authors draw on the two studies to offer five practical recommendations for improving rates of success in higher educational achievement for Filipinos.
Challenges in Mixed Ability Classes and Strategies Utilized by ELI Teachers to Cope with Them
Author: Al-Subaiei, Muneerah S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Ability Grouping,Questionnaires,Females,Teacher Attitudes,Teacher Surveys,English (Second Language),Second Language Instruction,Teaching Methods,Online Surveys,Barriers,Classroom Techniques,Change Strategies,Educational Practices,Teaching Experience,College Second Language Programs,Incidence,Heterogeneous Grouping,Instructional Effectiveness,Foreign Countries

Mixed-ability classes have been found to be one of the greatest detriments to students learning at English language institutions (ELIs). There has been a growing concern over the impacts of the mixed-ability classes calling for a study aimed at suggesting solutions for this situation. This study involves thirty-three female EFL teachers who work in an English language institute (ELI) and their feedback was obtained via questionnaires which were distributed online. The questionnaires addressed this issue on various levels following categories such as teaching and learning, materials, motivation and class management practices. The results indicated that the frequency of the cases of challenges in the teaching of mixed-ability classes was high and thus requiring appropriate solutions. Class management and differentiation strategies were found to be the most effective in mitigating the adverse effects which mixed-learning abilities have on learning successes. The effectiveness of the strategies used had no relation whatsoever to the level of experience of the teachers. Strategies that seem to work best were those that focused on the students or what is referred to as student-centered approach.
Decoding the Myths of the Native and Non-Native English Speakers Teachers (NESTs &amp; NNESTs) on Saudi EFL Tertiary Students
Author: Alghofaili, Noor Motlaq
Date: 2017-00-00
Type: Journal Articles
Subjects: Misconceptions,English (Second Language),Second Language Learning,Second Language Instruction,Native Speakers,Learning Processes,Foreign Countries,Language Teachers,Questionnaires,College Students,Teacher Qualifications,Teacher Characteristics,Teaching Experience,Teacher Competencies,Native Language,Pronunciation,Personality Traits,Classroom Communication,College Faculty

Many people believe the myth that being taught by a native speaker is the best way to learn a language. This belief has influenced many Saudi schools, language institutes, and universities to include the nativeness factor as part of a language instructor's job requirements. Using an open ended questionnaire, this study aims to investigate the impact of native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) on EFL university Saudi students. It also explores how the teachers' background and accents influence the students' achievement in terms of the development of their language skills. The participants are students who are in their preparatory year program at King Abdulaziz University in Jeddah taught by NEST and NNEST. The findings of the study indicate that teachers' nativeness and backgrounds have no significant effects on the EFL Saudi students' learning processes. However, a few factors have been detected that play roles in supporting EFL learning, which can be summarized as follows: 1) Teachers' competence and experience are what make the teachers qualified, regardless of their nationalities. 2) Teachers sharing the students' L1 play positive roles in the EFL learning process. 3) The teacher's accent has an effect on students, which might hinder the learning process in the case of an unfamiliar accent. 4) The teacher's personality is more involved in the classroom communications and interactions than is the teacher's nativeness. Based on the findings of this study, implications are made on the topic of the effect of NEST and NNEST on EFL learning.