ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Effect of Self-Regulatory Strategy Development on Iranian EFL Learners&apos; Metadiscoursal Writing Skill
Author: Eslami, Mehrnoosh
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Writing Skills,Discourse Analysis,Learning Strategies,Self Management,Intervention,Language Tests,Pretests Posttests

The present research investigates the effect of self-regulatory strategy instruction on Iranian EFL learners' metadiscoursal writing abilities. To this purpose, 50 Iranian EFL intermediate learners were all native speakers of the Persian language learning the English language in an institute were selected via convenience random sampling. Self-regulated Strategies Intervention and Metadiscoursal writing pretest and post-test were the research instruments employed to collect the data. Because of the circumstance of COVID-19, the instructor made a new WhatsApp group apart from the virtual group, namely Adobe Connect, to make contact with the students. The learners were required to take a metadiscoursal writing pretest. After passing six sessions, intervention through self-regulated strategies was taught, and the participants were required to follow the guidelines. The instructor checked every single learner's progress. Ultimately, they took a post-test. The findings revealed that the self-regulatory strategy significantly impacted Iranian EFL learners' metadiscoursal writing skills. In conclusion, the results indicated that it could be suitable for teachers to gain more information regarding the self-regulated strategy and utilize it, where necessary, for its positive results.
The Effectiveness of Visual Materials in Teaching Vocabulary to Deaf Students of EFL
Author: Birinci, Fatma Gülengül
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Instructional Materials,Visual Aids,English (Second Language),Second Language Instruction,Second Language Learning,Retention (Psychology),Vocabulary Development,Grade 9,High School Students,Adolescents,Students with Disabilities,Deafness,Special Education,Gender Differences,Sign Language,Vocational High Schools,Foreign Countries

This study aims to investigate the effectiveness of using visual materials in teaching vocabulary to deaf students of EFL. For this purpose, 80 deaf students from a state special education vocational high school in Turkey contributed to this study. All students had first English classes in their lives and they are at the starter level of English, thus pre-test for their English proficiency was not given. The students were randomly divided into two groups to form the experimental group and the control group. 10 vocabulary items per week were taught to the students, and 50 target vocabulary items in total were taught during the whole study. To the experimental group, the vocabulary items were taught via visual materials together with the sign language. The control group was not presented with any visual items during the teaching process of the experiment, only sign language instruction was used for them. After the treatment, a vocabulary test was given to each group as an immediate post-test to measure the impact on learning. Six weeks after the immediate tests, delayed post-test was given to the groups to test long term retention. The results of the two post-tests were analyzed through Independent Samples t-test and Paired Samples t-test calculations to investigate the effectiveness of visual materials. According to the results of the study, visual materials were found to be more effective than using only the sign language that does not contain any visual items in teaching vocabulary items to deaf learners who learn English as a foreign language.
Big Five Factor Personality Differences by Academic Major and Gender in a Faith-Based University Sample
Author: Jones, David E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Majors (Students),Undergraduate Students,Gender Differences,Religious Colleges,Religious Education,Career Counseling,Counselor Role,Career Choice,School Counselors

Big Five personality research has been criticized for lack of generalizability due to the overuse of undergraduate psychology student samples. We address this criticism by including undergraduate religion students. This study explores student personality traits and gender differences in an underrepresented sample. Results indicated that religion students scored significantly higher in agreeableness than business students, and lower in neuroticism compared to education students. Gender comparisons revealed significant differences in terms of agreeableness, conscientiousness, neuroticism, and openness. Findings underscore the importance of tailored school counseling interventions based on the personality traits and gender to achieve an optimal fit between personality, gender, and career choice.
Writing Strategies Used by Indonesian EFL Students with Different English Proficiency
Author: Fajrina, Dian
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Strategies,Writing Skills,Writing Processes,English (Second Language),Second Language Learning,Language Proficiency,Correlation,Receptive Language,Vocabulary Development,Undergraduate Students,Foreign Countries

The present study investigates the writing strategies used by 135 Indonesian English Foreign Language undergraduate students with different English proficiency and the relationship between their English proficiency, indicated by students' receptive vocabulary knowledge, and the quality of text they produced. The writing strategies questionnaire by Petric and Czárl (2003) was used to analyze participants' use of strategies in the three stages of writing: pre-writing, drafting, and revising. Each item in the questionnaire was rated on a 5- point Likert scale. The Vocabulary Size Test (Nation &amp; Beglar, 2007) was used as an indicator of participants' proficiency in English. The participants were also asked to write an essay in English, which was assessed using the ESL Composition Profile of Jacob et al. (1981). The results of the data analysis showed that most of the students applied 15 of the 38 strategies referred to in the questionnaire. Results also indicate no significant differences in the choice of strategies between students with high versus low English proficiency levels. However, participants' vocabulary size had only a weak positive correlation with their writing quality. The findings aim primarily to inform Writing courses in English Education majors in Indonesia, though they may also be useful for other English learning contexts.
Challenges and Strategies Employed in Comprehending Short Stories in English: The Case of Kurdish Learners
Author: Mohammed, Peshawa
Date: 2021-00-00
Type: Journal Articles
Subjects: Literary Genres,Second Language Learning,Second Language Instruction,English (Second Language),Reading Comprehension,Foreign Countries,Undergraduate Students,Cognitive Processes,Barriers,Student Attitudes,Reading Strategies,Literary Criticism,Vocabulary Skills,Cultural Background,Cultural Differences,Social Behavior,Protocol Analysis,Ethnic Groups

The aim of this study was to investigate the mental processes university students followed while reading short stories. It also sought to find the common problems in reading and understanding short stories and how linguistic and extralinguistic factors formed those challenges. The total number of the participants was 15 (seven males and eight females) in three public universities in Iraqi Kurdistan. The data were recorded and collected among second year university students who were enrolled in an English short stories course in the second year of their studies in the 2014-2015 academic year. To collect the data, a think-aloud protocol was developed and questions about the text were answered verbally by the participants. A qualitative approach was adopted to analyse the obtained data descriptively. The results indicated the fact that some reading strategies were employed by the learners, these strategies were not adequate for them to fully analyse the text in a literary manner. More specifically, they attempted to answer literary questions in the same way that they answered general reading comprehension questions. The analysis of the data also revealed that lack of vocabulary was a major issue for the learners' inability in answering questions correctly. It was also found that the learners were influenced by their own cultural backgrounds and the social norms that they have been exposed to while reading and analysing short stories.
Social Justice in the Preparation of English Language Teachers
Author: Leiva, Lucía Ramos
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Education Programs,Preservice Teachers,Student Attitudes,Teaching Methods,Foreign Countries,Neoliberalism,Pedagogical Content Knowledge,Service Learning,Program Descriptions,Disadvantaged,Definitions

The neoliberal system in Chile has caused socio-educational inequities which have been evidenced by the poor academic results of public school students in national and international standardized tests in Math, Language, Science, and English. These inequities and academic results call for preparing teachers to help diminish disparities in the educational system. Nonetheless, the focus of preparing teachers of English as a Foreign Language (EFL) in Chile has been on developing pedagogical-disciplinary knowledge, leaving aside other areas that can contribute to fight these educational inequities. This article reports on the results of a mixed-method study aimed at investigating how a service-learning project helped future EFL teachers understand social justice after teaching children in vulnerable communities. Specifically, this study explored the influence of the project on their understanding of social justice, and the activities that helped them understand this construct. Thirty-nine pre-service teachers enrolled in a language teaching methodology course at a Chilean university participated answering pre- and post- surveys, focus groups, and evaluating activities. The findings revealed that the pre-service teachers broadened their understanding of social justice by providing definitions that included key concepts of this construct, without receiving explicit instruction; highly valued activities that consisted of being immersed in the communities and working with children to learn about social justice; and did not associate social justice with traditional activities done in a language teaching methodology course. This service-learning project had a positive impact on the participants' understanding of social justice, and provided insights into how to improve the curriculum of EFL teacher education programs.
Experiences of School Counselors-in-Training in a School-Based Clinical Practicum
Author: Joe, J. Richelle
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Training,Practicums,Experiential Learning,Self Efficacy,Cooperation,Elementary Schools,Public Schools,Family (Sociological Unit),School Counseling,Student Development,Teamwork,Knowledge Level,Skill Development,Courses

In this phenomenological study, ten school counselors-in-training were interviewed to explore their experiences at a school-based clinical practicum. Emergent themes included professional growth and development, collaboration and teamwork, knowledge gains, and preparation. Results of the study indicate that a school-based clinical practicum facilitates self-efficacy, provides unique collaborative experiences, and allows for an understanding of family and school systems mediated by on-site faculty supervision. Implications include curricular considerations for school counselor preparation and the value of school-based clinical practicum experiences for school counselors-in-training.
Revisiting the High Profile English in Action Teacher Professional Development Program in Bangladesh: Promises, Prospects, and Eventualities
Author: Karim, Abdul
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Donors,Educational History,Program Descriptions,Models,Educational Policy,Foreign Countries,Teacher Attitudes,Teacher Qualifications,Teacher Characteristics

The function of donor-sponsored teacher training programs is a commonly observed phenomenon in many English as a Second Language (ESL) and English as a Foreign Language (EFL) countries. Since the mid-1990s, Bangladesh has been in the process of continuing donor-aided teacher training programs for English teachers (Rahman et al., 2019). &quot;English in Action&quot; (EIA) was the latest attempt to train teachers so that they could conduct interactive English classes. Yet, the outcome of EIA is also depressing, as reported by so many studies (Anwaruddin, 2017; Hamid, 2010; Hamid &amp; Erling, 2016; Rahman, 2015). The current study intends to launch a unique investigation into the support and arrangement of the EIA training program to develop English teachers professionally. Additionally, the present study highlights the inconsistencies prevailing in the EIA training program. The study harnesses integrated approaches to teacher development (TD) by Hargreaves and Fullan (1992), professional development model by Zein (2017), organized hypocrisy (OH) theory by Lipson and Weaver (2008), and stakeholder theory by Chu et al. (2013). A semi-structured interview with eight teachers was carried out. The findings revealed that EIA engaged teachers in diverse activities. Moreover, it has created a new identity for the teachers 'as facilitators'. Additionally, the study divulges various inconsistencies associated with this £50 million training program. The present study could act as an eye-opener for national policymakers such as the Ministry of Education in Bangladesh.
Phonological and Morphological Basis Underlying the English Graphophonemic Knowledge of Preparatory Year Students at Saudi Universities
Author: Almekhlafy, Sultan Saleh Ahmed
Date: 2021-00-00
Type: Journal Articles
Subjects: Phonology,Morphology (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Knowledge Level,Phoneme Grapheme Correspondence,College Freshmen,Student Attitudes,Diagnostic Tests,Language Skills,Universities,Phonemes,Vowels,Morphemes,Teaching Methods,Foreign Countries,Language Tests,Test Items,Item Analysis

Graphophonemic (GP) knowledge of a language represents the foundation of a good learning start point. In the English as a foreign language (EFL) context, many learners lack adequate GP knowledge of English, resulting in difficulty to master the language skills even at the tertiary level. Thus, this study investigated first-year university, commonly known as Preparatory Year (PY), students' GP knowledge of English. To do this, the study made use of two instruments -- a survey of students' answer scripts and an English GP Knowledge Survey (EGPKS). The first instrument included the survey of the Diagnostic Test answer scripts of PY students' Listening and Speaking and Writing subjects. In addition, the English GP knowledge survey was developed and administered to 252 PY students at Najran University. The results were analyzed with the crosscheck method of both instruments to validate the data and results. The results of both instruments showed that approximately 50% of the participants did not have adequate GP knowledge, which included English phonological and morphological bases. The phonological bases included graph/digraph to consonant or vowel phonemes and graph/digraph to zero phonemes, and the morphological bases included syllable division structure and adding suffixes. The study gave a close picture of the PY students' GP knowledge that would be a useful teaching resource in similar EFL contexts.
Needs Analysis in the English for Specific Purposes (ESP) Approach: The Case of the Benemérita Universidad Autónoma de Puebla
Author: Trujeque-Moreno, Eva Estefania
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Student Attitudes,Mexicans,Foreign Countries,Task Analysis,Teaching Methods,Language Teachers,State Universities,Instructional Innovation,Educational Needs,Needs Assessment,Instructional Materials,College Students,Learning Experience,Positive Attitudes

Controversy about whether English for General Purposes (EGP) or English for Specific Purposes (ESP) should be taught at university courses has attracted the attention of language teachers and researchers in Mexican higher education during the last decade. However, moving towards ESP remains a complex task since EFL instructors and authorities are challenged to match what students need and want with the development of innovative pedagogical proposals. Therefore, this paper explored the English learning needs and perceptions of the 2014 cohort at a regional campus that is part of a public university in Mexico and how a group of EFL teachers worked with them. Both qualitative and quantitative data were collected using a mixed-method sequential approach. This needs analysis was developed in three stages over two years. During this time, needs were identified and Task-Based Language Teaching (TBLT) within the ESP teaching approach was adopted and implemented. The perceptions of 191 students were assessed through a questionnaire applied after the completion of four EFL classes. The results showed that students' perceptions were, overall, positive regarding their experiences in their EFL classes. This suggests that the approach used was useful, and the materials were appropriate to support their learning.
Measuring the Impact of Interdependence on Individuals during Collaborative Problem-Solving
Author: Swiecki, Zachari
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperation,Teamwork,Problem Solving,Vignettes,Group Dynamics,Measures (Individuals),Network Analysis

Collaboration analytics often focuses on assessing and monitoring individuals during collaborative problem-solving (CPS). A defining feature of CPS is the interdependence that exists between individuals when they work together -- that is, how they respond to and influence one another over time. While models that account for the impact of interdependence at the individual level of analysis (interdependent models) exist, they are often highly complex. This complexity makes them potentially difficult to use in assessments and systems that need to be explainable for educators, learners, and other researchers. Measures of the impact of interdependence at the individual level of analysis could inform decisions as to whether interdependent models should be used, or whether simpler models will suffice. Such measures could also be used to investigate specific questions about interdependence in collaborative settings. In this paper, I present a novel method of measuring the impact of interdependence on individuals using epistemic network analysis. To provide evidence of the validity of the measure, I compare it to qualitative findings that describe the impact of interdependence on individuals participating in team training scenarios. To demonstrate the value of the measure, I use it to assess the impact of interdependence in these data overall and to test hypotheses regarding the collaborative task design. My results suggest that the measure can distinguish between individuals who have been impacted by interdependence differently, that interdependence is impactful in these data overall, and that aspects of the task design may have affected how some individuals were impacted by interdependence.
&quot;More Mindful of ESL Students&quot;: Teacher Participation and Learning in ESL and Content Teachers&apos; Collaboration in a Science Middle School Classroom
Author: Giles, Amanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Middle School Students,Science Instruction,Teacher Collaboration,English (Second Language),Language Teachers,Science Teachers,English Language Learners,Cooperative Planning,Team Teaching,Grade 7,Teacher Role,Spanish Speaking,Time,Barriers,Teacher Attitudes,Faculty Development

Teacher collaboration has received international research attention and has emerged as an effective way for teachers to engage in professional growth opportunities (Dove &amp; Honigsfeld, 2018; Rao &amp; Chen, 2020). An examination of teacher collaboration can shed light on the process by which teachers work together and illuminate further possibilities for professional learning and growth across all English teaching contexts (Dove &amp; Honigsfeld, 2018; Giles &amp; Yazan, 2019). Building on a sociocultural theory of learning, this study examined ESL and science teachers' participation in a collaborative partnership to enhance ESL students' education. It investigated how both teachers learned to co-plan and co-teach ESL students in a seventh-grade science classroom in the Southeastern U.S. This study relied on qualitative data methods and employed grounded theory techniques (Charmaz, 2006). The findings showed that limited collaborative planning time and the ESL and science teachers' disparate notions of collaborative teaching contributed to the teachers' unequal collaborative planning and teaching roles. Consequently, different learning outcomes were realized for both teachers.
Measuring Dynamical Interdependence in Small-Group Collaborations
Author: Halpin, Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Group Dynamics,Group Membership,Interpersonal Relationship,Interaction,Networks,Psychometrics,Test Reliability,Test Validity,Mathematics Tests,High School Students,Grade 12,Computer Mediated Communication,Cooperative Learning

This paper addresses dynamical interdependence among the actions of group members. I assume that the actions of each member can be represented as nodes of a dynamical network and then collect the nodes into disjoint subsets (components) representing the individual group members. Interdependence among group members' actions can then be defined with reference to a K-partite network, in which the partitions correspond to the group member components. Independence among group members' actions can be defined with reference to a network in which the group member components are disconnected from one another. The degree to which the interactions of actual groups correspond to either of these theoretical network structures can be characterized using modified versions of existing network statistics. Taking this approach, I propose a number of network-based measures of dynamical interdependence, discuss the interpretation of the proposed measures, and consider how to assess their reliability and validity. These ideas are illustrated using an example in which dyads collaborated via online chat to complete a grade 12 level mathematics assessment.