ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Raters Judge Spoken Vocabulary?
Author: Li, Hui
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Evaluators,Interrater Reliability,Decision Making,Oral Language,Vocabulary,Language Proficiency,Language Tests,Simulation,Trainees,Item Response Theory,Chinese,Foreign Students,College Students,Scores,Research Design,Data Analysis,Correlation,Statistical Analysis

The aim of the study was to investigate how raters come to their decisions when judging spoken vocabulary. Segmental rating was introduced to quantify raters' decision-making process. It is hoped that this simulated study brings fresh insight to future methodological considerations with spoken data. Twenty trainee raters assessed five Chinese students' monologic texts on vocabulary in this study. Both segmental rating and overall rating were retrieved from the raters. Rasch analysis suggested variation between raters in their judgment of vocabulary, although consistency was found in general. Besides, there was a mismatch between candidates' vocabulary scores and their lexical statistics. The raters' decision-making process was generally cumulative.
Students' Preferences on the Use of Mother Tongue in English as a Foreign Language Classrooms: Is It the Time to Re-Examine English-Only Policies?
Author: Debreli, Emre
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Turkish,Language Usage,College Students,Questionnaires,Student Attitudes,Demography,Language Proficiency,Student Characteristics,Correlation,Native Language,Statistical Analysis

In literature on bilingual teaching, different perspectives exist for and against the use of first language (L1) in English as a Foreign Language (EFL) classrooms. There is a continuing matter of debate on whether L1 contributes to or precludes the learning of a second language (L2). Numerous studies have been conducted on this topic, but no clear consensus exists on whether L1 should be banned or its inclusion in EFL classrooms should be allowed. A significant body of literature has explored this phenomenon from teachers' perspectives, and an adequate number of studies have explored the phenomenon from the students' perspectives. However, few studies have identified the reasons for which students need such an inclusion. More importantly, no studies seem to have considered demographic variables that may directly influence students' perceptions of the use of L1 in their (L2) classrooms, that is; educational background and their language proficiency level. This study primarily investigated whether students' educational background and their L2 proficiency influenced their perceptions of the use of Turkish in their L2 classrooms as well as their perceptions and needs for the use of L1 in their classrooms. The study was conducted on a sample of 303 Turkish learners of EFL at English Preparatory School of European University of Lefke in Northern Cyprus. Data were collected using a questionnaire. Analysis of the data indicated that EFL students had high positive perceptions toward the inclusion of L1 in their L2 classes and that their perceptions were affected by their demographic characteristics. Students with lower level of L2 proficiency were also found to have more positive perceptions toward the use of L1. Furthermore, the particular issues where students needed L1 were also identified. Implications for language teachers and policy makers are discussed.
Examining the Learnability of English Relative Clauses: Evidence from Kuwaiti EFL Learners
Author: Alotaibi, Abdullah M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Form Classes (Languages),Phrase Structure,Grammar,Error Analysis (Language),College Students,Measures (Individuals),Statistical Analysis

This study aims to test the extent to which 120 Kuwaiti EFL learners are aware of the structure of relative clauses in English through measuring their ability to produce this structure. It also checks whether the English proficiency level of the participants plays a role in their answers on the test. For this purpose, a sentence combination task was used to measure the participants' ability to produce correct relative clauses in English. This test was selected in order to examine the types of error made by the participants pertinent to relative clauses in English. The results reveal that Kuwaiti EFL learners may not be fully aware of the formation rules of relative clauses in English (total mean = 60.4%). The t-test shows that the English proficiency level affected the participants' answers on the test. Specifically, there were statistically significant differences between the answers of the advanced (76.3%) and intermediate learners (44.4%). The number of errors made by the advanced learners was less than that made by the intermediate learners. Regarding the types of error made by the participants, the most noticeable ones were: deletion of the relative pronoun, wrong relative pronoun, repetitive use of resumptive pronouns, passivisation of the relative clause and problems with the indirect object and genitive relative clauses. The researcher analysed the participants' erroneous answers and provided potential reasons to account for them. Finally, the study concludes with some pedagogical implications and recommendations for further research.
Program Evaluation of the English Language Proficiency Program for Foreign Students a Case Study: University of the East, Manila Campus
Author: Salimi, Esmaeel Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Graduate Students,Graduate Study,English (Second Language),Second Language Instruction,Second Language Learning,Language Proficiency,Academic Achievement,Models,Program Effectiveness,Program Evaluation,Statistical Distributions,Likert Scales

This study on evaluating an English program of studies for foreign students seeking admission to the UE Graduate School attempts to examine the prevailing conditions of foreign students in the UE Graduate School with respect to their competence and competitiveness in English proficiency. It looks into the existing English programs of studies in the College of Arts and Sciences and how it addresses the need for an improved academic performance of the foreign students. This study was conducted in the University of the East, Manila campus, particularly in the Graduate School in three groups. All the three groups of respondents have passed the ELPPFS before their admission to UE Graduate School and was enrolled second semester of 2011-2012 in their respective Master and Doctorate courses. Our results show that the three groups of respondents assess that there are significant positive changes in their academic performance as a result of their training in the ELPPFS program. Moreover, there are significant positive changes in the academic performance of the three groups of respondents as a result of their ELPPFS training. The prevailing conditions of foreign students enrolled in degree programs of UE Graduate School with respect to the level of their academic performance clearly show satisfactory evaluation marks.
Mosoms and Moccasins . . . Literacy in an Indigenous Context
Author: Cardinal, Trudy
Date: 2015-00-00
Type: Journal Articles
Subjects: Literacy Education,Elementary Education,Undergraduate Students,Indigenous Populations,Culturally Relevant Education,Cultural Awareness,Teaching Methods,Teacher Education Programs

In this paper Dr. Trudy Cardinal shares stories of her experiences teaching literacy for 13 years in an Elementary classroom and the shifts that she made in her thinking about literacy in an Indigenous context. She draws on work she was engaged in as a professor in Elementary education where she came alongside undergraduate students to create experiences that encouraged a coming together, in conversation, to begin thinking about what was done in classrooms to nurture literacy learning of all students, but especially for the youngest literacy learners.
What Every Social Studies Teacher Should Know about Simulations
Author: Wright-Maley, Cory
Date: 2015-00-00
Type: Journal Articles
Subjects: Simulation,Social Studies,Academic Achievement,Information Dissemination,Affordances,Barriers,Learner Engagement,Rote Learning,Creative Thinking,Problem Solving,Critical Thinking,Communication Skills,Interpersonal Competence,Emotional Intelligence,Social Development,Skill Development

Simulations are of growing interest within the social studies in terms of research and practice. Although the findings of early research were unfavorable to simulations in terms of student learning, recent research has revealed new and interesting findings related to different domains of student learning that earlier research did not. In light of these conceptual and practical findings, it is important that teachers be granted access to the growth of knowledge in this burgeoning area of inquiry. To date, few scholars have disseminated to teachers the findings of existing research about simulations as it pertains to student learning, and to practitioners' planning and practice. In this article, I provide an account of research on simulation that will be helpful to teachers. The paper includes five critical areas that seek to help teachers better understand what simulations are, their affordances and challenges, as well as suggestions relating to the implications for teachers' curricular planning and implementation of simulations in their classrooms.
&quot;I'm Scared and I Like It&quot;: Using Fear to Empower the Freshman Writer
Author: Douglass-Little, Clare
Date: 2015-00-00
Type: Journal Articles
Subjects: Freshman Composition,Writing Instruction,Thematic Approach,Teaching Methods,Fear,Engineering Education,Aviation Education,Remedial Instruction,Basic Writing,Film Study,Multimedia Instruction,Writing Skills,Skill Development,Communication Skills,Critical Thinking

While a thematic approach to teaching is not a novel idea, the specific needs of the developmental writer and a diverse student body can find the continuity of a theme especially beneficial, and the theme of fear has proven particularly successful. The typical developmental composition course at Embry-Riddle Aeronautical University includes a broad range of student ages and experiences, though they often share discipline interests and career goals in the fields of engineering and aviation. To engage and unite such a group, the theme of fear allows individuals to share unique knowledge bases as they consider the appeal of fear as well as its use as a manipulative tactic in politics and the media. This article examines how fear can be applied thematically in the developmental writing course through a three-unit structure that develops communication skills, writing mechanics, and critical thinking.
Violating Pedagogy: Literary Theory in the Twenty-First Century College Classroom
Author: Johnson, Heather G. S.
Date: 2015-00-00
Type: Journal Articles
Subjects: College English,College Instruction,Undergraduate Students,Graduate Students,Literary Criticism,Theories,School Culture,Inquiry,Course Organization,Beliefs

&quot;Violating Pedagogy: Literary Theory in the Twenty-first Century College Classroom&quot; discusses the challenge of teaching literary theory to undergraduate and graduate students in a cultural atmosphere that may at times feel simultaneously anti-intellectual and overpopulated with competing scholarly concerns. Approaching theory as a guiding force for individualized inquiry, we can embrace the fragmentation of the field by organizing courses according to major topics of interest that are addressed by multiple schools and movements, allowing for idiosyncratic theoretical fusions to occur. Further, the teacher of literary theory can assist students by acknowledging that the study of theory can be enlightening but also intellectually disruptive, creating more questions than it answers and forcing investigators (including the instructor) to reassess their own systems of belief in ways that may be disquieting or even painful.
Wands or Quills? Lessons in Pedagogy from Harry Potter
Author: Johnson, Melissa C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Literature,Books,Fiction,Teaching Styles,Teaching Methods,Experiential Learning,Problem Solving,Rote Learning,Cooperative Learning,Competition,Active Learning,Educational Environment,Critical Thinking,Fantasy

This essay is grounded in the scholarship of teaching and learning and will focus specifically on the ways in which the Harry Potter books highlight the diversity of learning and teaching styles; privilege active experiential learning and problem solving over passive rote learning; and emphasize the benefits of collaboration over competition. Through analysis of the teaching styles and pedagogy of Professors Binns, Umbridge, Snape, Lupin, and Sprout, I illustrate that a pedagogical approach such as active learning is only successful when coupled with a supportive, non-threatening, cooperative learning environment in which critical thinking and risk-taking are encouraged and rewarded.
Beyond the Alphabetic: Using William Blake's &quot;The Tyger&quot; as a Way to Teach Modal Affordances
Author: Keaton, Megan
Date: 2015-00-00
Type: Journal Articles
Subjects: Affordances,Poetry,Visual Arts,Singing,Video Technology,Oral Interpretation,Assignments,Multimedia Instruction,Rhetoric,Writing (Composition),Writing Instruction

Scholars and teachers often focus only on alphabetic texts in the classroom (Palmeri; Alexander and Rhodes; Jewitt; Selfe; Shipka); however, we do our students a disservice if we do not prepare them to compose with and understand the rhetorical consequences of using a variety of modes. In this article, I argue that we need to teach our students to be critically aware of the affordances of each mode as well as the ways in which those affordances affect communication. With this in mind, I offer an example introductory assignment using William Blake's &quot;The Tyger&quot; to help students gain a critical awareness of modal affordances. Utilizing Blakes poem, three versions of his etching, a choral version of the poem, and YouTube video of a dramatic reading of the poem, I analyze the ways in which meaning making is affected by changes in and juxtaposition of different modes. I suggest that this same kind of analysis could be conducted with students, helping them discover how different multimodal texts lead to different meanings and consider how the meanings could have been made clearer or made different.
Online Continuing Education for Health Professionals: Does Sticky Design Promote Practice-Relevance?
Author: Zaghab, Roxanne Ward
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Continuing Education,Health Personnel,Electronic Learning,Learner Engagement,Asynchronous Communication,Influences,Knowledge Management,Adult Education,Andragogy,Outcomes of Education,Online Courses,Pharmaceutical Education,Online Surveys,Relevance (Education)

Online continuing education (CE) holds promise as an effective method for rapid dissemination of emerging evidence-based practices in health care. Yet, the field of CE continues to develop and delivery is predominately face-to-face programs. Practice-oriented online educational methods and e-learning platforms are not fully utilized. Educational theorists suggest an experiential approach to CE consistent with adult learning theory. A compelling question remains: Can online asynchronous CE programming prepare health care providers in delivering higher-level practice competencies?. To address this question, the authors have identified seven composite &quot;sticky&quot; factors that have been critical to the engagement of learners and the creation and delivery of practice-oriented online educational programs (Zaghab et al, 2015). The sticky factors are based in knowledge management (Nonaka, 1994; Szulanski, 2002) and adult education or andragogy (Knowles, 1970; 1984). In this paper, sticky factors are mapped to Moore and colleagues' (2009) higher level learning outcomes in health care CE. Data are presented on learner reported practice-related outcomes in a selection of online CE courses on the CIPS Knowledge Enterprise™ portal with the University of Maryland School of Pharmacy's Center for Innovative Pharmacy Solutions (CIPS). A dynamic, adaptive e-learning environment built by technology partner, Connect for Education, Inc., provides the innovative platform and the Acclaim! interactive learning technology. This technology-instructional partnership is dedicated to an iterative continuous improvement process called the Learner Stewardship Cycle (Zaghab et al, 2015). The cycle improves stickiness and learner engagement in order to achieve highe-level learning outcomes in CE. Findings suggest that of the 769 learners successfully completing an online course with two or more sticky design segments, the majority report reaching level 4, 5 and 6 learning competencies. Learners from the professions of pharmacy, nursing, medicine, and other health decision makers also found the courses relevant, easy to use and evidence-based.
Keeping up with the Standards: What One English Professor Learned from Taking Every Standardized Exam in His Discipline
Author: Brown, Kevin
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,College English,Test Preparation,Standardized Tests,Majors (Students),Graduate Study,College Entrance Examinations,Test Wiseness,Educational Change,Test Format,Test Content,Praxis,Reading Comprehension,Essay Tests,Writing Strategies,Writing Exercises,Prompting,Computer Assisted Testing,Natural Language Processing,Scoring,Abstract Reasoning,Test Bias,Curriculum Design

In this article, the author describes his project to take every standardized exam English majors students take. During the summer and fall semesters of 2012, the author signed up for and took the GRE General Test, the Praxis Content Area Exam (English Language, Literature, and Composition: Content Knowledge), the Senior Major Field Tests in English and Writing, and the GRE Subject Exam in Literature. The goal--to see what these exams are actually like, to thus assist students in preparing for them. The author reflected on some observations since his college days of test taking, and reports that changes to the GRE General Exam make it much more reflective of the type of thinking required in graduate school, while both the Subject Exam and Praxis have not kept pace with changes in English graduate studies or high and middle school teaching, respectively. In conclusion, the author notes there are easy ways to change these exams to make them more useful for students; but, in the meantime, instructors should help their undergraduate students prepare for them, while graduate faculty should debate whether or not they still serve any purpose.
Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention
Author: Thalluri, Jyothi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Science Instruction,Undergraduate Students,Undergraduate Study,Pathology,Nursing,Nursing Education,Nursing Students,Radiation,Problem Solving,Clinical Diagnosis,Social Networks,Questionnaires,Intervention,Likert Scales,Communication Skills,Goal Orientation,Learner Engagement,Student Participation,Educational Environment,Technology Uses in Education,Student Attitudes

In 2013, Facebook was used in learning and teaching clinical problem solving in a Pathology and a Clinical Sciences course delivered at a South Australian university. It involved first- and second-year Medical Radiation students and second-year Nursing students, Of the 152 students enrolled in the Pathology course, there were 148 students who participated in the Facebook group. Of the 148 students, 61 (41%) completed the invited post-intervention questionnaire. At the same time, all 17 nursing students enrolled in a science course at the regional campus of the same university participated in the Facebook initiative, however, only 10 (59%) completed the post-intervention questionnaire. A good practice and checklist were developed from the post-intervention evaluations, which consisted of 25 Likert- and open-type questions. Both student cohorts found the use of Facebook beneficial for them in terms of providing an innovative way of learning; fostering greater interaction amongst co-students and staff; and effectively engaging them with the content of courses. The importance of clear communication of goals and objectives to students was identified from student comments. Six good practice principles were identified relating to: goals and objectives, expectations, communication, engagement with the course content, active participation, and learning environment.
An Interdisciplinary Model for Connecting Writing, Psychology, and Printmaking
Author: Stone, Staci
Date: 2015-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Intellectual Disciplines,Models,Writing (Composition),Art,English,Psychology,Writing Across the Curriculum,Honors Curriculum,Persuasive Discourse,Essays,Writing Assignments,Scaffolding (Teaching Technique),College Students

This article presents an effective model for a manageable interdisciplinary project that shows students the connections among art, English, and other disciplines; gives composition students an external audience for their writing; and emphasizes the importance of research in the process of creating arguments and art. This interdisciplinary project model provides the opportunity for interested faculty to engage in interdisciplinary teaching without directly challenging institutional structures.
The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes for Middle School Students with Emotional and Behavioral Disorders
Author: Cramer, Anne Mong
Date: 2014-11-00
Type: Journal Articles
Subjects: Middle School Students,Emotional Disturbances,Behavior Disorders,Writing Instruction,Revision (Written Composition),Persuasive Discourse,Intervention,Instructional Effectiveness,Nontraditional Education,Grade 7,Grade 8,Writing Strategies,Peer Relationship,Interviews,Pretests Posttests

A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of a writing and peer revision intervention. Eight middle school students enrolled in an alternative program for students with emotional and behavioral disorders received Self- Regulated Strategy Development (SRSD) for 10-minute quick writing and revision during planning. Assessment occurred across baseline, writing, and revision phases, and the last phase alternated between individual and peer revision. Measures included quality; number of traits and words; the ability of participants to identify, evaluate, and make revisions during planning; and the degree to which participants incorporated revision recommendations. Positive effects for writing and promise for peer revision were indicated. Implications for future research practice are discussed.