ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Blackboard on EFL Academic Writing and Attitudes
Author: Fageeh, Abdulaziz
Date: 2013-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Computer Mediated Communication,Writing Instruction,Student Attitudes,Academic Discourse,Synchronous Communication,Asynchronous Communication,Qualitative Research,Observation,Interviews,Questionnaires,Writing Assignments,Statistical Analysis,Gender Differences,College Students,Foreign Countries

This study aimed to recognize the pedagogical effects of Blackboard as a computer-mediated communication (CMC) environment for teaching academic writing and improving students' attitudes toward academic writing. Learners' interactions in the CMC environment of Blackboard were analyzed via a controlled descriptive design to examine how students negotiate academic literacy using two types of collaborative online strategies: synchronous chat and asynchronous discussion boards in relation to students' academic writing. This study followed a qualitative research design employing a variety of strategies, such as observations, students' online interactions, questionnaires, interviews, and written assignments to investigate the role of computer-mediated communication (CMC) in the development of EFL learners' academic writing. Quantitative data were analyzed using SPSS, and qualitative data were analyzed using En Vivo. !e findings indicated that the students' experiences of using computers, the internet, and Blackboard varied. The longer the students' experience, the more positive their attitudes were toward the use of CMC to develop academic literacy. In addition, the quantitative findings showed that students who experienced Blackboard communication had a more positive attitude toward the factors of productivity, collaboration, and participation. The results also showed that CMC, mainly in the form of online discussion and online peer review activity, facilitated students' interactions and scaffolded learning within their online community. The paper concludes with recommendations for future research.
Using Web Speech Technology with Language Learning Applications
Author: Daniels, Paul
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Teaching Methods,Identification,Audio Equipment,Computer Software,Automation,Internet,Technology Uses in Education,Educational Technology,Web Sites,Integrated Learning Systems

In this article, the author presents the history of human-to-computer interaction based upon the design of sophisticated computerized speech recognition algorithms. Advancements such as the arrival of cloud-based computing and software like Google's Web Speech API allows anyone with an Internet connection and Chrome browser to take advantage of powerful speech synthesis (text-to speech or TTS), and speech recognition (speech-to-text or STT) tools. This article introduces and describes language learning activities that make use of the API to capture speech recognition, speech synthesis, web-based recording, and voice annotations.
Towards a Model for Mapping Participation: Exploring Factors Affecting Participation in a Telecollaborative Learning Scenario in Second Life
Author: Wang, Airong
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Telecommunications,Simulated Environment,Sociolinguistics,Student Participation,Questionnaires,Context Effect,Power Structure,Learning Activities,Teacher Role,Teaching Methods,Technology Uses in Education,Educational Technology,Individual Characteristics,Student Behavior,Student Attitudes,Graduate Students,Foreign Countries,English (Second Language),Language Teachers,Student Teachers,Cooperative Learning,Observation

The aim of the present study is to examine factors affecting participation in telecollaborative language courses conducted in virtual world environments. From recordings of a course in sociolinguistics conducted in Second Life (SL), we determine degrees of linguistic participation (voice and chat), and triangulate these data with questionnaire responses and observations in order to elucidate demographic, behavioural, and contextual factors that may have affected the outcomes. Findings suggest that power relations in terms of educational level, the task design (creating engagement), the presence of the teacher (evening out participation), the medium--SL (both negative and positive) and technological issues (negative) are of primary importance.
Comparing the Pedagogical Benefits of Both Criterion and Teacher Feedback on Japanese EFL Students' Writing
Author: Heffernan, Neil
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Foreign Countries,Statistical Analysis,Writing (Composition),College Students,Writing Assignments,Writing Instruction,Teaching Methods,Comparative Analysis,Essays,English Curriculum,Language Tests

This paper reports on a classroom-based inquiry using quantitative methods conducted with Japanese EFL students' writing practice using ETS's Criterion. The purpose of the study is to examine the actual effects of teachers' feedback on students' writing on Criterion. Twelve university students in Japan participated in this study, while completing three Criterion writing assignments each. Six of the students received feedback from both a teacher and from the Criterion system, while six only received feedback from Criterion. The results of the study demonstrate that while the group who received feedback from a teacher showed improvement in some rhetorical features such as thesis statement and awareness of readers, the group that only received feedback from Criterion did not demonstrate major changes in those areas over their three assignments. From these results we can state that while Criterion can provide useful feedback to EFL learners, a teacher's feedback on early drafts of written work is essential for learners to be able to substantially improve their writing. Finally, some pedagogical implications concerning giving effective feedback while using Criterion will be discussed.
Using the UTAUT Model to Examine the Acceptance Behavior of Synchronous Collaboration to Support Peer Translation
Author: Liu, Yi Chun
Date: 2015-00-00
Type: Journal Articles
Subjects: Translation,Technology Uses in Education,Adoption (Ideas),Cooperative Learning,Synchronous Communication,College Students,Foreign Countries,Least Squares Statistics,Regression (Statistics),Technical Institutes,Universities,Hypothesis Testing,Intention,Use Studies,Problem Solving,Technology Integration,Second Language Instruction,Models

The teaching of translation has received considerable attention in recent years. Research on translation in collaborative learning contexts, however, has been less studied. In this study, we use a tool of synchronous collaboration to assist students in experiencing a peer translation process. Afterward, the unified theory of acceptance and use of technology (UTAUT) and a partial least squares regression approach are used to explore students' perspectives on the synchronous collaboration. Specifically, the study is constructed in a technical university in Tainan, Taiwan. A total of 27 participants enrolled in the study. The results show that most of the hypotheses we had developed before the study were supported by the data we collected, and further reveal that the construct of facilitating conditions is the most important determinant of students' intention to use the synchronous collaboration, followed by social influence and effort expectancy. The results indicate that the construct of facilitation conditions, such as the usage of new technology or problem solution, plays a significant role when integrating new technology since students will be more familiar with the new technology. Finally, both the implications and limitations of this study are discussed, and further research directions are proposed.
A Survey of Online Teaching by Native-Speaker English Instructors at Japanese Universities
Author: Bracher, John
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Native Speakers,English (Second Language),Second Language Instruction,College Faculty,Internet,Technology Uses in Education,Teacher Surveys,Access to Computers,Instructional Effectiveness,Technology Integration,Questionnaires,Teaching Methods,Learning Activities,Likert Scales

This study investigates how native-speaker English teachers working at Japanese universities use the Internet in their classes. In 2008, 50 instructors completed a survey about their teaching-related use of the Internet; another group of 50 was polled in 2012. The respondents were asked about their teaching situations, whether they used Internet-based activities in class, and what they saw as the advantages and disadvantages of online teaching. The findings are considered in the light of recent research in the field.
EFL Student and Faculty Perceptions of and Attitudes towards Online Testing in the Medium of Blackboard: Promises and Challenges
Author: Fageeh, Abdulaziz I.
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Student Attitudes,Teacher Attitudes,Second Language Instruction,Evaluation Methods,Student Evaluation,Educational Technology,Computer Assisted Testing,Foreign Countries,College Students,College Faculty,Integrated Learning Systems,Statistical Analysis,Surveys,Self Efficacy,Intention,Satisfaction,Barriers,Individual Characteristics

This study explored EFL students and faculty's perceptions of and attitudes towards the use of online assessment and practice. A descriptive method was used, employing quantitative data collection and analyses from a sample of 400 students of different age categories and educational levels and another sample of 25 teachers in the English department. Results showed that students' attitudes towards e-testing are generated by the test-takers' perceptions of self-efficacy, enjoyment, usefulness, behavioural intentions to use web-based assessment, system satisfaction and system challenges in the order of the responses of the students. Furthermore, attitudes towards e-testing are generated by the students' salient beliefs about the consequences of continued use and the evaluation of online testing technology. Web-based assessment and practice provided students with immediate feedback and automated scores that help students to have more control over their work and their effort. The findings from this study imply that creating web-based assessment technology awareness, motivation, and changing faculty and learners' behaviours and attitudes is required for the success of e-testing adoption, implementation and diffusion in the future.
Autonomous Language Learning with Technology
Author: Forsythe, Edward
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Technology Uses in Education,Educational Technology,Native Speakers,Language Teachers,Teaching Methods,Computer Mediated Communication,Language Proficiency,Teacher Competencies

Japan's Ministry of Education, Culture, Sports, Science and Technology (MEXT) wants English language education to be more communicative. Japanese teachers of English (JTEs) need to adapt their instructional practices to meet this goal; however, they may not feel confident enough to teach speaking themselves. Using technology, JTEs have the ability to interact with native speakers around the world when it's convenient for them. Three of the available tools are discussed in this article with specifics on how to use them for autonomous language learning and finding partners to practice speaking English. Taking advantage of these tools will build JTEs' confidence and English abilities, and will allow them to better instruct students communicatively.
Self-Access English Learning Facility: A Report of Student Use
Author: Gromik, Nicolas
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),English Language Learners,Use Studies,Learning Resources Centers,Observation,Case Records,Student Characteristics,Student Surveys,Library Services,Usability,College Students,Foreign Countries,Statistical Analysis

This paper reports on a case study research conducted at a Self-Access Learning Center (SALC) from 2009 to 2012. Over these four years data was collected through a survey from over 6000 participants regarding their access and use of the self facility and resources. The article reports on various on-site learning environments and the influence this may have of EFL students' utilization of the SALC. This observation revealed that due to competition between libraries, and the increasing emergence of mobile devices, university students are less likely to use SALC. The quantitative findings confirm that students are less likely to make use of this SALC's facility, resources and services. While students need to enhance their learning skills, SALC may no longer be the place where students congregate to do so.
Friendship and Reciprocity as Motivators in CSCL
Author: Flowers, Simeon
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Friendship,Cooperative Learning,Second Language Instruction,English (Second Language),Statistical Analysis,Computer Assisted Instruction,Educational Technology,Social Influences,Questionnaires,College Students,Quasiexperimental Design

Motivation is an important topic among language teachers in Japan. Collins and Hunt (2011) observed increases in Japanese university student's motivation as a result of collaborative learning and cooperative learning programs. This paper continues in this line of inquiry through a quantitative study of motivation in the context of computer supported collaborative learning (CSCL). Results of this study confirm the motivational profiles of successful collaborative learners and reveal friendship and reciprocity as important social dynamics affecting Japanese collaborators. Contains an English and a Japanese version of the Collaborative Inquiry-Based Project Questionnaire.
Vocabulary Learning through an Online Computerized Flashcard Site
Author: McLean, Stuart
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Vocabulary Development,Computer Uses in Education,Educational Technology,Web Sites,Control Groups,Experimental Groups,Pretests Posttests,Instructional Effectiveness,Foreign Countries,English (Second Language),Second Language Instruction,College Students,Instructional Materials,Visual Stimuli,Statistical Analysis,Questionnaires

Recent research has shown that paired-associate learning is an effective way to acquire second language vocabulary. However, much research in the field has measured small-scale vocabulary learning. This is due to the methods which learners used to conduct paired-associate learning: paper flash cards. This project sought to measure vocabulary growth over one academic year to determine what can be learned through an online flashcard website. Using three groups, one control and two two hour treatment groups, learners completed vocabulary size pretests at the beginning of the study and posttests after one year of weekly online flashcard site use. The gains were statistically significant, and suggest that weekly flashcard site use may increase vocabulary sizes as measured using the Vocabulary Size Test (Nation &amp; Beglar, 2007).
Using Concordancing and Word Processing to Improve EFL Graduate Students' Written English
Author: Alshaar, Awatif Abu
Date: 2013-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Semi Structured Interviews,Pretests Posttests,Statistical Analysis,Questionnaires,Word Processing,Student Attitudes,Spelling,Grammar,Qualitative Research,Error Correction,Second Language Instruction,Graduate Students,Writing (Composition),Academic Discourse,Masters Programs,Foreign Countries,English Curriculum,Language Tests

This study aims to investigate the effect of using concordances and word processors on EFL graduates' performance in academic writing. To achieve this aim, the subjects were asked to use linguistics corpora and word processors to correct their grammatical and spelling mistakes in their written papers in a course that lasted for sixteen weeks. The sample of the study consisted of 48 MA students. Quantitative and qualitative measures were used to gain possible results of the effect of using concordances and word processors on the learners' achievement and performance in writing. Ratio gain relations were estimated, too. To find the participants' achievement, pre- and post-tests were used; semi-interviews and answers to a questionnaire were also analyzed to investigate their attitude toward using concordances and word processors in writing. The findings indicated that their performance improved due to the effect of using concordances; however, spelling and grammar word processor had a slighter effect on their achievement. Recommendations were included for further research.
Exploring Taiwanese College Students' Perceptions of Text-Based, Computer-Mediated Communication Technology in Learning Japanese as a Foreign Language
Author: Tanaka, Makiko
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Computer Mediated Communication,Questionnaires,Japanese,Second Language Learning,Second Language Instruction,Student Attitudes,Teaching Methods,Writing (Composition),Form Classes (Languages),Asians,Interviews

The use of computers as an educational tool has become very popular in the context of language teaching and learning. Research into computer mediated communication (CMC) in a Japanese as a foreign language (JFL) learning and teaching context can take advantage of various pedagogical possibilities, just as in the English classroom. This study investigates the perceptions of CMC tools held by JFL students in Taiwan. It also examines utterance length and a feature of their online writing, the use of final particles in Japanese. The overall results indicate that the use of text-based CMC tools has positive effects, and is also perceived positively by the JFL learners. The pedagogical implications are that CMC tools can be especially beneficial when integrated within an instructionally-oriented JFL course. Contains a questionnaire written in Japanese and English.
Implementing Mobile-Assisted Language Learning (MALL) in an EFL Context: Iranian EFL Teachers' Perspectives on Challenges and Affordances
Author: Dashtestani, Reza
Date: 2013-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Instruction,English (Second Language),Foreign Countries,Language Teachers,Teacher Attitudes,Technology Uses in Education,Educational Technology,Telecommunications,Handheld Devices,Teacher Surveys,Questionnaires,Semi Structured Interviews,Mixed Methods Research,College Faculty,Likert Scales

The implementation of computer-assisted language learning (CALL) has provided tremendous opportunities for language teachers to promote their computer literacy and adopt a learner-centered approach to teaching. Accordingly, with the rising advent of language learning technologies, language teachers would occupy a fundamental role in preparing and encouraging students to use various technologies for language learning purposes. In particular, the purpose of this study is to explore the attitudes of Iranian English as a foreign language (EFL) teachers toward the implementation of mobile-assisted language learning (MALL). The survey target participants were 168 EFL teachers who worked in a number of language teaching institutions in Iran. In-depth interviews with 55 EFL teachers were conducted as well. The findings from the survey and interview studies indicated moderately positive attitudes of the participants toward the use of mobile phones for language learning and teaching. The findings suggest that the presence of a couple of perceived challenges might be the reason for the nonuse of mobile phones for EFL learning and teaching in Iran. The teachers reported that they do not use any kind of MALL activities or software programs in their EFL courses. Results demonstrated that the EFL teachers did not have the required skills to use/develop Mall activities. The paper proposes recommendations and suggestions on how to implement MALL and remove potential barriers to MALL implementation in EFL contexts.
&quot;Growing Up WILD&quot;: Teaching Environmental Education in Early Childhood
Author: Fortino, Carol
Date: 2014-00-00
Type: Journal Articles
Subjects: Environmental Education,Early Childhood Education,Young Children,Teaching Methods,Small Group Instruction,Large Group Instruction,Cooperative Learning,Independent Study,Learner Engagement,Play,Interdisciplinary Approach,Experiential Learning,Learning Activities,Consciousness Raising

A growing body of research, both nationally and internationally, indicates that children in the early childhood years (birth to age 8) learn primarily through their senses and from direct experience. They develop an understanding about the world through play, exploration, and creative activities as well as by watching and imitating adults and other children. &quot;Growing Up WILD&quot; (2010) is a large format book that promotes teacher efficacy with 27 developmentally appropriate activities, yet gives educators the flexibility to modify activities to meet the needs of children at different age levels and learning stages. The authors describe the contents of the resource as it presents a wide range of options for a variety of classroom strategies: small group, whole group, centers, pair and individual work, plus teachable moments that encourage child-initiated learning experiences. Activities allow opportunities for learning through play by integrating environmental science with literacy, math, and art. Social, emotional, physical, language, and cognitive domains are involved as students participate in hands-on experiences that are particularly effective in early childhood settings. Included in the article is a summary of activities that align with the NAAEE guidelines for teaching environmental education concepts, as well as the Early Childhood Environmental Education Programs: Guidelines for Excellence, and addresses the Head Start Outcomes.
The Growing Culture of Nature Play
Author: Wood, Melody
Date: 2013-00-00
Type: Journal Articles
Subjects: Play,Natural Resources,Recreational Facilities,Community Programs,Volunteers,Agency Cooperation,Recreational Activities,Young Children,Child Development

The importance of nature-based play has gradually become forefront in an array of research fields. From the more obvious physical benefits to the complex mental benefits, nature has proved time and time again to be the cure-all for a variety of common ailments. Richard Louv, author of the famed &quot;Last Child in the Woods,&quot; has spawned a growing culture of activists devoted to helping their communities re-learn how to play outside. At the San Antonio Zoo, there is an entire exhibit dedicated to this very notion. Since Kronkosky's &quot;Tiny Tot Nature Spot&quot; opened in 2004, the Zoo has been working towards a single goal of helping families with young children &quot;Grow with Nature.&quot; Last April, 2013, the Zoo even held a community-wide event focused solely on this purpose, called &quot;Get Out and Play Day.&quot; Armed with the muscle of the Texas Children in Nature Network, the San Antonio Zoo brought together 15 organizations and more than 100 non-zoo volunteers from across the city that are all working towards the same goal of getting families outside. [This article was originally published in the July 2013 issue of the Association of Zoos and Aquariums' &quot;CONNECT&quot; magazine.]