ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of a Communicative English Training Curriculum for Thai Counter Clerks in Convenience Stores
Author: Boonteerarak, Patchara
Date: 2021-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),English for Special Purposes,Second Language Learning,Employees,Trainees,Retailing,Adult Students,Tourism,Authentic Learning,Curriculum Development,Curriculum Evaluation,Retention (Psychology),Program Effectiveness,Sales Occupations,Foreign Countries

The objectives of the study are to develop a curriculum for an English training for counter clerks in convenience stores in Chiang Mai, Thailand and to evaluate the effectiveness of the developed curriculum. A mixed-method research design was employed. In the curriculum development phase, participants were 20 counter clerks and 10 administrators while 40 counter clerks and 271 English-speaking customers participated in the curriculum evaluation phase. Findings revealed nine tasks of a counter clerk which require English. Trainees' English communicative competence improved significantly from the pretest to the posttest and from the pretest to the delayed posttest. However, there was a decrease of the mean scores at the delayed posttest when compared with the posttest for all areas of communicative competence. English-speaking customers were highly satisfied with trainees' use of English, and trainees perceived that the curriculum was very efficient. The study suggested that an English curriculum for adult learners must reflect a wide range of real-life tasks and incorporate real-world language functions.
Mediation of Digital Tools in English Learning
Author: Huong, Le Pham Hoai
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Teaching Methods,Social Theories,Social Influences,Cultural Influences,Interaction,Cognitive Processes

Given the emergence of the use of digital tools in English teaching and learning and of sociocultural theory (SCT) in recent years, this paper sets out to introduce the concepts of tools, digital tools, and mediation in SCT. It then argues for the ground for enhancing and promoting the use of digital tools in English learning and teaching. Studies documenting evidence of technology-enhanced artefacts are reviewed to discuss how mediation of digital tools brings about cognitive, social, and linguistic changes to EFL/L2 learners. The paper concludes with implications for language education in the digital era, particularly English learning with digital tools.
Using Praat for English Pronunciation Self-Practice outside the Classroom: Strengths, Weaknesses, and Its Application
Author: Osatananda, Varisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Acoustics,Speech Communication,Teaching Methods,Pronunciation Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Role,Phonetics,Program Descriptions,Independent Study,Undergraduate Students,Instructional Effectiveness,Foreign Countries

Praat is a freeware program widely used by phoneticians for acoustic analyses of speech sounds, though less commonly so for pedagogical purposes. To our knowledge, no research on English pronunciation teaching has used Praat outside a classroom setting. In this article, we would like to report on a voluntary pronunciation-training project and discuss the extent to which Praat can promote self-regulating pronunciation practice beyond the classroom. Six Thai college learners with high aspirations to improve their pronunciation skills volunteered to participate in this training. In light of the small number of participants, we were unable to conduct in-depth research to examine extensively the effectiveness of using Praat outside the classroom. However, we have gained hands-on experience from undertaking this training project, and therefore would like to share with readers how an instructor can use the Praat program to help their learners improve their pronunciation. We also discuss the strengths and weaknesses of using Praat beyond the classroom setting and highlight the roles of the instructor in assisting learners to reach their pronunciation goals.
The Roles of Indirect Asynchronous Electronic Feedback and Direct Corrective Feedback in Improving Students&apos; L2 Writing: A Multiple Case Study of Thai Undergraduate Students
Author: Tatsanajamsuk, Pratabjai
Date: 2021-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Error Correction,Feedback (Response),Writing Improvement,Writing Instruction,Instructional Effectiveness,Electronic Learning,Paragraph Composition,English (Second Language),Second Language Learning,Undergraduate Students,Error Patterns,Linguistic Borrowing,Phrase Structure,Foreign Countries,Performance Factors

This study investigates the roles of indirect asynchronous electronic feedback (e-feedback) and direct corrective feedback (CF) on calque and collocation errors produced by Thai undergraduate students. The study also explores the factors influencing their ability to benefit from the feedback. Six cases were divided into two groups (Group 1: direct CF and Group 2: indirect asynchronous e-feedback). The participants in Group 1 were asked to write English paragraphs on paper while those in Group 2 wrote using Google Docs software. After completing each writing task regarding the selective feedback on calque and collocation errors, participants were individually interviewed. Findings revealed that the participants in Group 2 outperformed those in Group 1 when correcting calque errors. However, the participants in Group 1 outperformed those in Group 2 when revising collocation errors. Thus, direct CF is more conducive to writing improvement than indirect asynchronous e-feedback. These findings suggest that an integration of technology in a writing class should be implemented to ensure that EFL learners learn how use digital technology effectively. Moreover, individual differences, for example, carelessness, insufficient English knowledge, the first language, learning styles, and learning strategies played important roles in their ability and inability to respond to feedback.
The Effects of Mobile-Blended Cooperative Learning on EFL Students&apos; Listening Comprehension in Cambodian Context
Author: Each, Nangsamith
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Cooperative Learning,Blended Learning,Telecommunications,Handheld Devices,Listening Comprehension,Teaching Methods,Conventional Instruction,Foreign Countries,College Students,Student Attitudes

The integration of advanced technology in education allows students to learn physically and virtually, especially in this turbulent time, the COVID-19 pandemic. Due to the fact that listening is the most challenging skill, EFL students need more time and opportunities to be exposed to listening in the spoken contexts both inside and outside of the classroom. Therefore, this study aims to investigate the effects of Mobile-Blended Cooperative Learning (MBCL) to enhance Cambodian EFL students' listening comprehension. Both quantitative and qualitative methods were used. A pre-test and post-test were implemented to measure the students' scores before and after using MBCL. Furthermore, a questionnaire was also used to examine the students' opinions toward the use of MBCL, semi-structured interviews were also used to gain in-depth information from the questionnaire. The results showed that students enhanced their listening comprehension after learning with MBCL. Additionally, students also had positive opinions toward the use of MBCL on listening comprehension. The reasons for their positive opinions came from the user-friendly website, convenience, fun, motivation as well as improving other skills. During this COVID-19 pandemic, the implementation of MBCL can help students learn the English language conveniently, especially listening comprehension, if the teachers are flexible and are able to offer appropriate materials.
A Contrastive Study of Rhetorical Move Structure of English Medium Instruction Lectures Given by Native English and Chinese Lecturers
Author: Deng, Lin
Date: 2021-00-00
Type: Journal Articles
Subjects: Language of Instruction,English (Second Language),Second Language Learning,Native Speakers,College Faculty,Computational Linguistics,Science Instruction,Course Descriptions,Teacher Attitudes,Social Media,Educational Quality,Professional Autonomy,Faculty Development,Lecture Method,Language Styles,Foreign Countries,Contrastive Linguistics,Chinese,English for Academic Purposes,Discourse Analysis

This study aims to compare the rhetorical move structure of English Medium Instruction (EMI) lectures given by native English and Chinese lecturers. Two specialized corpora were therefore accordingly created with transcripts of twelve science-oriented lectures selected from MICASE and the BASE corpus and twelve science-oriented EMI lectures collected at a Chinese university, respectively. Adopting the Swalesian genre analysis framework, this study examines the moves/steps of EMI lectures in the two corpora. Then, the conventionality and frequency of moves/steps were quantified and analyzed to capture statistical variations. In addition, semi-structured interviews were conducted with four Chinese EMI lecturers to probe into their discursive practices from an emic perspective. Statistical variations were apparent in several moves and steps, which could be mainly attributed to Chinese EMI lecturers' concern for the program quality, dense course syllabus requirements, a lack of specific English for EMI teaching, as well as the emergence and influence of new social media. The study argues for well-targeted teacher training for non-native English lecturers and more teacher autonomy in course syllabus design.
EFL Teachers&apos; ICT Literacy Acquisition to Online Instruction during COVID-19
Author: Kanchai, Thebporn
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Online Courses,Educational Change,Teacher Attitudes,Skill Development,College Faculty,Peer Groups,Teacher Student Relationship,Teacher Workshops,Faculty Development,Technology Integration,Foreign Countries

Due to the global COVID-19 pandemic, educational systems, including teaching a foreign language, have been interrupted and classroom-based teaching paradigms have rapidly shifted to online platforms. Despite the emphasis of technology in language education, Thai tertiary educators are now in urgent need of identifying the best pedagogical approaches to foster this abrupt change in teaching platform. This study investigated how English as a foreign language (EFL) teachers acquired information and communication technology (ICT) literacy for online class delivery. Using a qualitative inquiry, the study employed an in-depth interview to gather data from three Thai EFL university teachers from three different north-eastern government universities in Thailand. The thematic analysis revealed that the acquisition of ICT literacy included three stages -- before, during, and post-online teaching. Specifically, EFL teachers acquired ICT literacy through self-exposure to existing tutorials, peer-to-peer learning, student-to-teacher collaboration, ongoing teaching practice, expert-to-teacher learning, and engagement in formal workshops. EFL teachers also raised the issue of confidence in using technology and future integration of technology in a classroom-based paradigm. Pedagogical implications for other contexts encountering similar challenges are also discussed.
Interactive Group in Extensive Reading to Enhance Reading Ability of Thai Undergraduate Students
Author: Pongsatornpipat, Warangkana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Tests,Scores,Reading Motivation,Reading Habits,Undergraduate Students,Student Attitudes,Reading Attitudes,Reading Ability,Pretests Posttests,Personal Autonomy,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary,Reading Comprehension

Reading is as essential as other communicative skills; however, reading practice is not likely to be the first choice of practice for learners. This is especially true among Thai learners. This study examines extensive reading (ER), otherwise known as reading for pleasure or wide reading in combination with interactive groups to investigate the effects on Thai undergraduate students' reading ability, and their opinions toward their reading development, including an exploration of self-autonomous development. The study was a mix-method study with 30 students from a university in Thailand who voluntary participated for a 10-week study. Results from the pre-test scores (M = 13.17, SD = 4.58) and post-test scores (M= 20.73, SD = 6.28) indicate that there was a significant increase in the reading scores, t(29) = - 6.3, p = 0.000. The results suggest that extensive reading activities are likely to contribute to participants' reading skill improvement. In addition to the quantitative analysis, the qualitative interview analysis also revealed that participants maintained a positive attitude towards their reading skill development and self-autonomous skills.
Thai University Students&apos; Problems of Language Use in English Conversation
Author: Tantiwich, Kornsak
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Student Attitudes,Phonemes,Phonology,Pronunciation,Syntax,Grammar,Oral Language,Language Proficiency,Second Language Instruction,English (Second Language),Foreign Countries,Undergraduate Students,Discourse Analysis,Vowels,Suprasegmentals,Intercultural Communication,Second Language Learning,Difficulty Level

As part of the effort to elevate the oral English proficiency of Thai EFL learners, this paper explores university students' target-deviant English use in conversation, which should be systematically tackled in conversation teaching. Data examined included 41 two-three-minute video-recorded role-play dialogues from two English conversation classes. The data was transcribed and analyzed following the Conversation Analysis (CA) framework. The students' conversational English problems were detected in four key areas. First, those involving segmental organization included final-sound omission and incorrect pronunciation of vowel sounds (with the highest frequency); and [l] or [r] deletion in consonant clusters. Second, problems with super-segmental organization contained stress (third-highest frequency), and too many pauses within turn construction units (TCUs). Next, ungrammatical TCUs (second-highest frequency) were found in syntactic organization. Finally, problems with sequence organization included abrupt conversation closing; irrelevant adjacency pairs; topic shifts without signposts; inappropriate expressions to identify oneself on the phone; and inappropriate responses to an announcement of bad news. It is recommended that in conversation class, students be made more aware of correct English pronunciation and provided more opportunities to practice making goal-oriented, casual conversation with explicit feedback regarding natural conversation mechanisms involved in realizing particular interactional goals.
The Effect of Planned Instruction on Metacognitive Awareness of Reading Strategies
Author: Kalita Nath, Pranjana
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Reading Instruction,English (Second Language),Second Language Learning,College Students,Intervention,Instructional Effectiveness,Foreign Countries,Knowledge Level,Problem Solving

Metacognition, often used as a component of reading strategy instruction, has two dimensions - knowledge about cognition and regulation of cognition. Though many studies explore the connection between metacognitive strategies and development of reading comprehension abilities, not many examine how the two dimensions of metacognition interact to affect the general metacognitive awareness of reading strategies. This study aims to fill this gap by investigating how planned instruction incorporating knowledge about cognition affects general metacognitive awareness of reading strategies of non-native ESL learners in tertiary education. It reports on the effect of a planned instructional intervention carried out in the first semester of an Academic Reading course. A statistical analysis reveals that such planned instruction results in slightly improved metacognitive awareness of reading strategies, and does not lead to significant change in terms of relative preference of use of individual reading strategies. The study also finds that students with lower level of perceived awareness prior to the instruction benefit more than those with higher level of perceived awareness, and that it helps reduce the gap between students with higher level and those with lower level of awareness, and prepares the group to learn higher order strategies for regulation of cognition.
Research Development Policy and Its Practice in Mexican Teacher Training Schools
Author: Paredes-Chi, Arely
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Schools of Education,Educational Research,Teacher Educators,Educational Change,Faculty Publishing

In Mexico, basic education teachers are trained in places called Normal Schools. In 1984, these Mexican Teacher Training Schools were classified as Higher Education Institutions, implying that, besides teaching, they must carry out and disseminate research. Currently, research is still in development and, in some cases, incipient. The objective of this article is to understand why research has not yet been consolidated in Mexican Teacher Training Schools. We used a qualitative approach, interviewing school board members, conducting surveys of teacher educators and focus groups, and employing participant observation. Teacher educators are motivated to do research, but given the lack of adequate working conditions in which to conduct it, teaching continues to be their main activity.
Opportunities to Learn Provided to Preservice Elementary School Mathematics Teachers in Turkey
Author: Çelik, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Teacher Education Programs,Student Attitudes,Mathematics Instruction,Teaching Methods,Teaching Skills,Pedagogical Content Knowledge,Geographic Regions,Educational Opportunities

This study aims to compare the perceptions of pre-service elementary mathematics teachers on the experiences provided by teacher training institutions on a national and an international level. The participants in the study were 1386 pre-service teachers from 21 universities in twelve regions of Turkey. The Learning Opportunities Scales developed by the TEDS-M Project were translated into Turkish by the researchers and used to collect the data. According to the results, the pre-service teachers perceived that they had more opportunities to learn about mathematics pedagogy than about mathematics or general pedagogy. Furthermore, the variations between regions were most pronounced in mathematics pedagogy. Lastly, it can be inferred that there was generally a positive relationship between development level of a region and pre-service teachers' learning opportunities.
Teaching as Mediation: Exploring the Impacts of a Teacher Training Program on Generating Social and Emotional Learning Environments
Author: Teeters, Leah A. Peña
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Faculty Development,Holistic Approach,Student Development,Teaching Methods,Well Being,Classroom Environment,Reflection,Student Centered Learning,Teacher Burnout,Emotional Response,Foreign Countries,Wellness,Social Development,Emotional Development,Teacher Competencies,Grade 4,Grade 5,Grade 6,Elementary School Teachers,Stress Management

This article investigates a teacher learning program in Mexico, Desarrollo de la Inteligencia a través del Arte: DIA (Development of Intelligence through Art: DIA), that supports teachers in applying holistic approaches to instruction that support social, emotional, academic, and cognitive growth. Using qualitative and quantitative measures, this article analyzes how pedagogical approaches that emphasize social and emotional learning affect teacher well-being and support practices associated with positive classroom culture. Analyses found that the DIA professional development program promotes an increase in teacher practices attending to social and emotional learning, such as emotional awareness, self-reflection, and student-centered learning. Teachers participating in the DIA professional development program also reported less emotional burnout and distress than control teachers. Analyses suggest that the DIA program may serve as a protective factor from emotional distress among teachers, promoting emotional support for students and student-centered learning.
A Comparison of the Vocabulary Learning Strategies Employed by High and Low Proficient Pre-University Students in Malaysia
Author: Benedict, Melisa Charles
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,English (Second Language),Learning Strategies,Nonprint Media,Language Proficiency,Low Achievement,High Achievement,High Stakes Tests,College Entrance Examinations,College Bound Students,Public Colleges,Foreign Countries

This study was conducted to identify the Vocabulary Learning Strategies (VLS) utilised by 36 Band 5 students as well as 31 Band 3 and below students. This study was vital to look into the similarities and differences in the VLS employed by high and low proficient students as well as to reveal the most useful strategies for vocabulary learning to boost students' level of proficiency. The VLS-Q (Vocabulary Learning Strategies Questionnaire; Schmitt, 1997) was utilised in this study. The results of this study showed that high proficient students used the 'English language media' as the most frequent strategy employed. Nonetheless, low proficient students tend to employ the strategy of 'asking classmates for meaning'. Strategies from the Memory and Determination categories were the most frequently employed by high and low proficient learners respectively. Implications of the results and suggestions were discussed which are noteworthy in improving vocabulary size and knowledge.