ethanporcaro/eric-fulltext-meta huggingface dataset:
E-Learning Sudan, Formal Learning for Out-of-School Children
Author: Stubbé, Hester
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Mathematics Instruction,Rural Areas,Program Effectiveness,Pretests Posttests,Control Groups,Experimental Groups,Quasiexperimental Design,Educational Games,Mathematics Skills,Elementary Education,Developing Nations,Laptop Computers,Gender Differences,Age Differences,Scores,Electronic Learning,Educational Technology,Statistical Analysis

E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest-posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest-posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan.
The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students
Author: Moedjito
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Pronunciation,Teaching Methods,Questionnaires,Speech Communication,Secondary School Teachers,College Students,Interviews,Student Characteristics,Language Skills,Attitude Measures,Likert Scales,Difficulty Level,Course Content,Statistical Analysis

This study aimed to explore teachers' and students' perception of pronunciation teaching in Indonesian EFL classrooms, particularly on (1) the difficulty of English pronunciation, (2) the reasons for the difficulty, (3) the inclusion of pronunciation in EFL classrooms, (4) the goal of pronunciation teaching, (5) priorities in pronunciation teaching, and (6) techniques in pronunciation teaching. To achieve the purpose, a written questionnaire was distributed to 110 Indonesian school teachers and 230 Indonesian university students. The collected data were submitted to independent two-sample t test to determine the significant mean differences between the teacher and student participants. The results of the study discovered that almost all of the respondents perceived English pronunciation as one of the most difficult areas in English learning. The participants also agreed that two most significant reasons for the difficultly were related to students' first language (L1). Regarding these results, the participants strongly agreed on the inclusion of pronunciation in EFL classrooms with intelligibility as the goal of pronunciation teaching. Moreover, segmental features such as consonants and vowels as well as sentence stress became the priorities in pronunciation teaching for EFL learners. Finally, teacher explanation in students' L1, followed by demonstration of how to produce the English phonemes, is significantly rated as the better way to teach English pronunciation in EFL classrooms. The finding of the study implies that intelligibility as the goal of pronunciation teaching can be really attained with the consideration of priorities and techniques in pronunciation teaching.
Teaching Shakespeare in the Digital Age: The eZoomBook Approach
Author: Evain, Christine
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Classics (Literature),Technology Uses in Education,Shared Resources and Services,Educational Technology,Engineering Education,English (Second Language),Foreign Countries,Teaching Methods,Models,Blended Learning,Collaborative Writing,Cooperative Learning,Student Satisfaction,Questionnaires,Drama,Teacher Attitudes

What collaborative process can teachers offer in order to stimulate their students' reading of and writing on Shakespeare's plays? How can new technologies contribute to facilitating the classroom experience? The eZoomBook (eZB) template was designed for teachers to create and share multi-level digital books called &quot;eZoomBooks&quot; that allow readers to access enriched versions of the original, organized according to different tabs related to places mentioned in the original text. A zooming in and out function enables the readers of the eZoomBooks to navigate freely between the original and the enriched tabulated versions. This paper focuses on a pilot study of the methodology using a simplified version of the template. The targeted learners were English as a Second Language engineering students. Our objective is to show that the eZB framework and pedagogical applications are especially appropriate in making a difficult subject easier to teach (giving and correcting group assignments) and learn by providing learners an innovative and motivating approach to reading literature.
Who Are the Most Disadvantaged? Factors Associated with the Achievement of Students with Low Socio-Economic Backgrounds
Author: Bellibas, Mehmet Sükrü
Date: 2016-04-00
Type: Journal Articles
Subjects: Disadvantaged,Socioeconomic Background,Socioeconomic Status,Influences,Comparative Analysis,Advantaged,Reading Achievement,Mathematics Achievement,Science Achievement,International Assessment,Multiple Regression Analysis,Achievement Gap,Secondary School Students,Statistical Analysis,Foreign Countries

Analysis of the relationship between socio-economic status (SES) and student achievement has been prevalent in the literature, yet research focusing on the association between factors and the achievement of school populations with distinct categories of SES is limited. The purpose of the present study was to investigate various relevant student, household, and school factors associated with the performance of students with distinct SES backgrounds in Turkey. Specifically, this study aimed to compare the most disadvantaged students with the most advantaged ones in terms of factors affecting their reading, mathematics, and science achievement. The data for the study was taken from the latest Program for International Student Assessment (PISA), which was conducted in 2012. Several multiple linear regression models were employed in the analysis of the data. Results showed an enormous achievement gap between students in the lowest 25 SES percentile and those in the top 25 SES percentile in all subject areas, and suggested that socioeconomically disadvantaged students benefitted more from home educational resources and ICT availability, as well as reduced class size, compared to their counterparts from higher socio-economic backgrounds. The study provides substantial implications and suggestions for policy makers in general, and for those in Turkey in particular.
Peer Feedback Practice in EFL Tertiary Writing Classes
Author: Nguyen, Ha Thi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Second Language Instruction,Writing Skills,English (Second Language),Metacognition,Peer Influence,College Students,Semi Structured Interviews,Content Analysis,Qualitative Research,Observation,Video Technology,Check Lists,Student Attitudes,Cooperative Learning,Writing Instruction

Peer feedback plays a pivotal role in stimulating students' participation in L2 writing, which has the potential to develop students' writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners' metacognition. Data were collected from semi-structured interviews with sixteen English majors and classroom observations in two English writing classes at a university in Vietnam. Content analysis of the data revealed that peer feedback was informally implemented in two EFL writing classes under study, which might suggest that few opportunities for the students to develop their metacognition could be provided in this current feedback approach. The findings also demonstrated the learners' expectations for changes in peer feedback practice in their writing classes. Thus, the study suggested a jigsaw peer feedback approach which met the participants' desires and simultaneously afforded the learners a number of opportunities to improve their metacognition in EFL writing contexts, especially in Vietnam. This study helps to extend the literature in peer feedback approach in L2 writing which is underpinned by the concept of metacognition and offers both pedagogical and theoretical implications in English language teaching (ELT).
The Relationship between Multiple Intelligences and Listening Self-Efficacy among Iranian EFL Learners
Author: Davoudi, Mohammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Listening Skills,Self Efficacy,Multiple Intelligences,English (Second Language),Second Language Instruction,Males,Language Proficiency,College Students,Young Adults,Questionnaires,Multiple Regression Analysis,Likert Scales

The present paper aimed at investigating the relationship between listening self-efficacy and multiple intelligences of Iranian EFL learners. Initially, ninety intermediate male learners were selected randomly from among 20 intermediate classes in a Language Academy in Yazd. In order to assure the homogeneity of the participants in terms of overall language proficiency, PET was administered to the learners. Afterwards, based on the standard deviation and mean, 60 participants were chosen from among the original ninety learners. Following that, the learners were asked to complete the listening self-efficacy and multiple intelligences questionnaires. The results of statistical analysis indicated that there was a significant relationship between total multiple intelligence scores and the Listening self-efficacy of the learners. Moreover, all of the intelligence types, except kinesthetic intelligence as well as verbal and visual intelligence were significantly related to Listening self-efficacy. Additionally, it was found that interpersonal intelligence uniquely explained 5.4 percent of the variance in Listening self-efficacy scores and is thus the best predictor of listening self-efficacy scores.
A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency
Author: Chiang, Hui-Hua
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interaction,Correlation,Ambiguity (Semantics),English Language Learners,English (Second Language),Cognitive Style,Language Proficiency,Technical Institutes,College Students,Language Tests,English Curriculum,Second Language Learning,Likert Scales,Statistical Significance,Statistical Analysis

This article presents a preliminary investigation of the inter-relationships between English learners' tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed.
The Effects of Musical Aptitude and Musical Training on Phonological Production in Foreign Languages
Author: Pei, Zhengwei
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Music Education,Ability,Phonology,Second Language Learning,Suprasegmentals,Aptitude,Russian,German,French,Japanese,Correlation,Questionnaires,Student Characteristics,Sentences,Tests,Scores,Statistical Analysis,Training,Multiple Regression Analysis

This study investigates 128 Chinese college students to examine the effects of their musical aptitude and musical training on phonological production in four foreign languages. Results show that musically-trained students remarkably possessed stronger musical aptitude than those without musical training and performed better than their counterpart in foreign language suprasegmental production. Students of high musical aptitude performed significantly better in suprasegmental production and Russian production as compared with those of low musical aptitude. Musical aptitude could exert some effects on foreign language phonological production. With the music-phonology link confirmed in this study, pedagogical implications for teaching and learning of foreign language phonology are discussed.
The Impact of Open Discussion Sessions on Enhancing the Oral Communicative Abilities of Saudi English Language Majors at Buraydah Community College
Author: Daif-Allah, Ayman Sabry
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Two Year College Students,Community Colleges,Majors (Students),English (Second Language),Oral Language,Communication Skills,Language Skills,Extracurricular Activities,Language Teachers,Qualitative Research,Statistical Analysis,Questionnaires,Semi Structured Interviews,Pretests Posttests,Speech Communication,Group Discussion,Teaching Methods,Quasiexperimental Design,Language Usage,Student Needs

The importance of developing the communicative needs of English language majors has been found a fundamental concern of Buraydah Community college in Qassim University, Saudi Arabia. The aim of this study has been to identify English language speaking skill needs of English language majors and investigate the impact of using Open Discussion Sessions, as extracurricular speaking activities, on developing students' oral communicative abilities. Thirty-five students and eleven English language teachers participated in the study. Data were collected quantitatively and qualitatively by means of survey questionnaires, semi-structured interviews and pre-post speaking test. Both descriptive and inferential statistics were employed in analyzing the raw data collected. The results of the study exposed a perceived need for developing Saudi EFL students' speaking skill in English as their oral communicative abilities dramatically increased for their needs and interests were clearly identified and the methods for fulfilling those needs were more innovative. Post-test speaking results revealed significant development in students' speaking abilities due to the use of Open Discussion Sessions that provided a relaxed learning environment void of worry and enhanced learners' self-confidence through active involvement with real communicative situations with other students as well as with the instructors. Finally this study provided a framework with techniques and procedures that helped teachers to teach speaking skill more efficiently. Suggestions focused on incorporating Social Network Sites and visual cues to enhance students' interactivity and participation outside the college borders.
The Relationship between Critical Thinking and EFL Learners' Speaking Ability
Author: Ramezani, Raana
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Thinking,English (Second Language),Second Language Learning,Relationship,Correlation,Speech Skills,Foreign Countries,Hypothesis Testing,Distance Education,Multiple Choice Tests,Feedback (Response),Adult Students,Interviews,Statistical Analysis,Probability,Questioning Techniques,Teaching Methods,English Curriculum,Language Tests

The current study sought to investigate the relationship between critical thinking and speaking ability among EFL students at Payame Noor University (PNU) of Rasht. This research concerned determining the fact that whether language students who are as critical thinker, perform better in their speaking ability or not. In order to answer the research question and test the hypothesis, 100 PNU English students were selected by applying IELTS speaking test as the samples of this study. Then in order to figure out critical and uncritical learners, Lauren Starkey Critical Thinking Test including 30-multiple choice item was administered to the participants. After that, based on the obtained data and due to lack of normal distribution, Spearman non-parametric correlation was employed. The findings of the current study revealed a significant correlation coefficient among these two major variables. In fact, those English learners who were recognized as critical thinkers performed better in their speaking.
From Bakhtin to See the Co-Construction of EFL Adult Learners' Utterances
Author: Tseng, Chingyi
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Adult Students,Educational Environment,Second Language Learning,Questionnaires,Interviews,Asynchronous Communication,Computer Mediated Communication,Speech Communication,Foreign Countries,Verbal Communication,Second Language Instruction,Observation,Mixed Methods Research,Surveys,Oral Reading,College Students,Higher Education,Student Attitudes,Dialogs (Language)

The purposes of this study were to explore the effect of dialogic activities on EFL students' utterances development by engaging with others, as well as the students' perceptions in the dialogic learning environment. The theoretical framework guiding this inquiry consists of the on-site lecture from the instructor and voice board feedback from the peers and the instructor based on the dialogical theory of language concepts from Bakhtin's dialogism which emphasizes a social and interactive situation of foreign language learning by engaging with others. In this study, we cover multiple data sources that give us an overview of students' interaction in the dialogic activities: the questionnaire of voice board interactions, students' interviews, and speaking tests. The results showed, on the whole, English language learners actually developed some kind of utterances by engaging their own and others. They transformed others' utterances in the oral interaction for their own use in the Asynchronous Computer Mediated Communication (ACMC) environment. Additionally, the learners perceived the voice board activities helpful for the development of their speaking abilities, while the learners' perceptions are mediated through the dialogical activities in which the learners are engaged in.
Teachers' Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools
Author: Ryu, Jung
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Students,High Stakes Tests,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Asians,Foreign Countries,Language Teachers,Multimedia Materials,Multiple Literacies,Standardized Tests,Information Technology,Social Change,Technology Integration,Writing Instruction

Twenty-first-century literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. The purpose of this study is to explore how Korean secondary English teachers understand the 21st century literacies and multimodal composition in this era of new types of communication. Framing the study are questions pertaining to what these teachers think about teaching multimodal composition in their writing classrooms. The schools of South Korea, including those in this study, prioritize high-stakes standardized tests, and teachers as well as students and parents gauge success by these test scores. As a result, teachers primarily rely on direct instruction via lectures to provide skills and knowledge to ensure that students will succeed in the high-stakes tests. So while teaching and assessment practices in the classroom still adhere to traditional approaches, ongoing technology outside school has transformed the ways in which young people--the students--generate, communicate, and negotiate meanings via diverse texts. If the primary goal of education is to teach students lifelong skills needed in society, it is the responsibility of schools and teachers to recognize social changes and promote individual learning needs.
Educational Games in Practice: The Challenges Involved in Conducting a Game-Based Curriculum
Author: Marklund, Björn Berg
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Games,Learner Engagement,Case Studies,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education,Middle School Teachers,Class Activities,Teacher Role,Electronic Learning,Games,Teaching Methods,Computer Games,Classroom Environment,Student Diversity,Participant Observation,Interviews,Grade 7,Grade 5,Educational Environment

The task of integrating games into an educational setting is a demanding one, and integrating games as a harmonious part of a bigger ecosystem of learning requires teachers to orchestrate a myriad of complex organizational resources. Historically, research on digital game-based learning has focused heavily on the coupling between game designs, previously established learning principles, student engagement, and learning outcomes much to the expense of understanding how games function in their intended educational contexts and how they impact the working processes of teachers. Given the significant investments of time and resources teachers need to make in order to conduct game-based learning activities, the foci of past research is problematic as it obfuscates some of the pressing realities that highly affect games' viability as tools for teaching and learning. This paper aims to highlight the demands that the implementation and use of an educational game in formal educational settings puts on teachers' working processes and skill sets. The paper is based on two case studies in which a researcher collaborated with K-12 teachers to use MinecraftEdu (TeacherGaming LLC, 2012) as a classroom activity over a five-month long period. By documenting both the working processes involved in implementing the game into the classroom environment, as well as the execution of the actual game-based classroom activities, the studies identified a wide variety roles that a teacher needs to take on if they are to make games a central part of a school curriculum. Ultimately, the paper highlights the importance of understanding the constraints under which teachers work, and argues that a better understanding of the contexts in which games are to be used, and the roles teachers play during game-based learning scenarios, is a necessary foundation for improving games' viability as educational tools.