ethanporcaro/eric-fulltext-meta huggingface dataset:
The Status of Pragmatics among Iranian EFL Learners
Author: Mohammad-Bagheri, Mehri
Date: 2015-00-00
Type: Journal Articles
Subjects: Pragmatics,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Student Attitudes,Teaching Methods,Error Correction,Gender Differences,Role,Knowledge Level,Questionnaires,Institutes (Training Programs),Instructional Materials,Adult Students

The present study attempted to investigate the status of pragmatics among Iranian EFL learners. Status of pragmatics was analyzed in terms of the amount of pragmatic knowledge EFL learners believed to have and the amount of pragmatic knowledge they believed to receive from teachers, classmates, course books, and exams. Additionally, attempts were made to find out whether or not there is a significant difference between male and female EFL learners in terms of pragmatic awareness. Results showed that Iranian EFL learners were aware of the importance of pragmatics and attributed a high level of pragmatic awareness to their teachers, but believed that they did not receive enough pragmatic knowledge from their teachers. The frequent method used by their teachers to teach pragmatics was error correction. Besides, learners believed that their classmates did not care enough about pragmatics, and course book and exams, from their point of view, did not cover enough pragmatic information. Gender played a significant role in pragmatic awareness of Iranian EFL learners.
Concentrated Language Encounter Instruction Model III in Reading and Creative Writing Abilities
Author: Promnont, Piyapong
Date: 2015-00-00
Type: Journal Articles
Subjects: Creative Writing,Grade 11,High School Students,Multivariate Analysis,Models,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Experimental Groups,Student Attitudes,Pretests Posttests,Foreign Countries,Questionnaires

The research is aimed to study the development of eleventh grade students' reading, creative writing abilities, satisfaction taught through the concentrated language encounter instruction method, CLE model III. One experimental group time series design was used, and the data was analyzed by MANOVA with repeated measures, t-test for one-group samples, basic statistical and line figures in the study. The study's results demonstrate that the experimental group had significantly higher development in English reading and creative writing at a 0.001 level and registered significantly at a much higher satisfaction at a 0.001 level.
Teachers' Opinions on the Evaluation of ELT Teachers' Books
Author: Kim, Haedong
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Semi Structured Interviews,Teacher Attitudes,Preservice Teachers,Secondary School Teachers,Surveys,Language Tests,Teaching Guides,Asians,Foreign Countries,Questionnaires,Instructional Materials,Statistical Analysis

The aim of this study is to identify differences in opinions on the evaluation of ELT teachers' books between pre-service and in-service teachers. In literature, it has been argued that the development of teachers' books for EFL teachers can be assisted by the results of a needs analysis. A total of 65 pre-service and 50 in-service secondary school teachers from South Korea took part in a survey. There was a high level of agreement for the 22 criteria-items that asked for the evaluative opinions between two groups as shown through the correlation r = 0.85. However, there were statistically different opinions. The pre-service teachers stressed the importance of clear objectives for each lesson, but the in-service teachers emphasized the need for the inclusion of process tests in teachers' books. Interestingly, there were also different opinions on the use of a teacher's book. The results from semi-structured interviews revealed that the former plan to use the teacher's book for their classroom teaching in the future whereas the latter responded that their own notes would be somewhat more useful than teachers' books. To conclude, it can be proposed that greater emphasis should be placed on gauging preferences of certain groups of teachers in specific EFL contexts for the development of teachers' books.
The Effect of Asynchronous/Synchronous Approaches on English Vocabulary Achievement: A Study of Iranian EFL Learners
Author: Khodaparast, Fatemeh
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Teaching Methods,Educational Technology,Asynchronous Communication,Synchronous Communication,Technology Uses in Education,College Students,Pretests Posttests,Vocabulary Development,Comparative Analysis,Student Attitudes,Statistical Analysis

The contribution of computer-assisted instructional programs to language learning process has been the focus of researchers for about two decades. However, the effect of synchronous and asynchronous computer-assisted approaches of language teaching on improving L2 vocabulary has been scarcely investigated. This study explored whether synchronous, asynchronous, and integrated approaches had any significant impact on &quot;vocabulary achievement of Iranian EFL learners in an intensive reading program&quot;. The participants were 120 students, majoring in English Teaching and Translation Studies at Islamic Azad University of Abadan. The participants were at intermediate level of language proficiency. They took a vocabulary pretest and posttest before and after the treatment. The results showed that there was a significant difference between the traditional approach and the other three approaches. That is, computer-assisted teaching approaches significantly influenced EFL learners' vocabulary learning. The findings also manifested that integrated approach exerted significant influence on improving L2 vocabulary achievement of language learners. The findings implied that language learners, who were thought under computer-assisted approaches, had more autonomy and self-efficacy and showed more intrinsic motivation to learn the target language than the learners who were taught under traditional approach. Thus, computer-assisted approaches can help language teachers create more fruitful learning atmosphere to reduce distressful factors and accelerate learning process.
Pluricentric Views towards English and Implications for ELT in China
Author: Jianli, Liang
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Attitudes,Foreign Countries,Models,Language Usage,Language Variation,Language Classification

Descriptions of the classifications or models of English language have been proposed by a number of scholars who attempt to explain the differences in the ways English is used in different localities. This paper reviews three models of classification of English language, with an aim of drawing implications on how English Language Teaching (ELT) in China should adjust according to this highly pluricentric view towards English.
Self-Repairing of Chinese Science and Engineering Majors in Oral English
Author: Wang, Weiwei
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Error Correction,Engineering Education,Asians,Science Education,Majors (Students),Structural Equation Models,Language Proficiency,Metacognition,Communication Strategies,Oral Language,Teaching Methods,Statistical Analysis,Foreign Countries

This study employs corpus analytical tools to carry out a systematic study on Chinese Science and Engineering Majors' (SEMs') use of self-repair in their oral English. The study aims to find out the overall feature of using self-repair by SEMs and to see if there exists statistically significant difference of using self-repair across different English proficiency level groups. Results show that SEMs use self-repair frequently and they use same information repair (SIR) most. There is no statistically significant difference in the overall frequency of using self-repair among SEMs' levels. SEMs' correction rate is rather low. Self-monitor theory and communication strategies theory are used to explain the results. At the end of the thesis, the author provides some suggestions for oral English teaching
Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview
Author: Alrashidi, Oqab
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Educational Environment,Second Language Learning,Social Environment,Economic Climate,Politics,Religion,Educational History,Government Role,Educational Administration,Public Education,Higher Education,Elementary Secondary Education

This paper discusses the education context and English teaching and learning in the Kingdom of Saudi Arabia (KSA). The paper is organised into five main sections. The first section offers a brief glance at the social, religious, economic, and political context in KSA. The second section provides an overview of the education system in KSA, which includes a brief explanation of the history of education, a discussion of the role of government in modern education, and a description of the administration of education in the country. The third section presents information about English teaching and learning in public and higher education in KSA, while the fourth gives insights into the challenges and difficulties students face when learning English. The last section focuses on the importance of learning English in KSA.
Using Bloom's Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook's Questions
Author: Assaly, Ibtihal R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Taxonomy,Textbook Evaluation,Foreign Countries,Questioning Techniques,Check Lists,Knowledge Level,Thinking Skills,English (Second Language),Arabs,Reading Comprehension,Test Items,Mastery Learning,Goodness of Fit,Statistical Analysis,Student Educational Objectives

This study aimed at evaluating the cognitive levels of the questions following the reading texts of Master Class textbook. A checklist based on Bloom's Taxonomy was the instrument used to categorize the cognitive levels of these questions. The researchers used proper statistics to rank the cognitive levels of the comprehension questions. The results showed that the author of &quot;Master Class&quot; emphasized the cognitive level of &quot;Comprehension&quot; having 52% of the questions, which was much more than the expected frequency, while wrote only 3.7% and 6% of the questions on the cognitive levels of &quot;Knowledge&quot; and &quot;Application&quot; respectively. The frequency of questions on the cognitive levels of &quot;Evaluation&quot; and &quot;Analysis&quot; were much closer to the expected frequencies. The results indicated that about 40% of the textbook's questions emphasized higher-order thinking skills, which goes with the requirements of the revised curriculum. Evaluating and choosing a good textbook that goes with the goals of the curriculum is recommended. Such a study would shed light upon the role of textbooks in developing cognitive skills among Arab students.
Using Pictures Series Technique to Enhance Narrative Writing among Ninth Grade Students at Institución Educativa Simón Araujo
Author: Gutiérrez, Katia Gregoria Contreras
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Visual Aids,Writing Improvement,Writing Instruction,Teaching Methods,Process Approach (Writing),Pretests Posttests,Second Language Learning,Instructional Effectiveness,Intervention,Writing Achievement,Writing Tests,Action Research,Secondary School Students,Statistical Analysis

This study reports an action research on the use of pictures series technique to develop EFL narrative writing among a group of ninth graders at Institución Educativa Simon Araujo. It involves Experimental and Control groups. During the implementation of the strategy the Experiment group was taught writing with picture series technique and the Process-based approach to determine whether the program of intervention achieved the intended results (cause and effect) concerning the research question to resolve the problem of investigation while the Control group was taught only with Process-based approach. After sixteen weeks of instruction, a post-test (achievement test) was administered to both groups to measure the effect of the intervention process. The obtained results through descriptive statistics (Mean) indicated there was a significant difference between the group which was taught through Pictures series technique and Process-based approach over the one which only received Process-based instruction. The researchers conclude that the intervention with Picture series technique improved the overall growth of writing skills, specific to the areas of Transition or logical sequence and Ideas exposure.
Early EFL Education Is on the Rise in Oman: A Qualitative Inquiry of Parental Beliefs about Early EFL Learning
Author: Tekin, Ali Kemal
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,English (Second Language),Second Language Learning,Second Language Instruction,Parent Attitudes,Early Childhood Education,Foreign Countries,Bilingual Education Programs,Interviews,Young Children,Educational Benefits,Participant Characteristics

Today's parents are more interested in having their children acquire English language skills as early as possible because they see the demands of the globalizing world context and contemporary trends in society and wish to ensure that their children can live in a future (quite possibly) English-speaking society. These developments, particularly in the Gulf Region in general and in Oman in particular, have led the educational sector to accelerate efforts over the last decade to initiate hundreds of early childhood education programs that offer bilingual education systems. However, no research has been conducted in the Omani context on parents' beliefs about early instruction in English as a Foreign Language (EFL); claims regarding this issue remain speculative. This qualitative research study investigated parental beliefs about early EFL learning in Oman. Participants were 11 parents with children enrolled at a bilingual early childhood program. Interviews and a demographic survey were conducted. Findings revealed that parents are well aware of the benefits, challenges, and solutions of early EFL education. An exhaustive description of parents' beliefs about early EFL learning was extracted. Implications and recommendations for research, policy, and practice are offered.
Foreign English Language Teachers' Local Pedagogy
Author: Eusafzai, Hamid Ali Khan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,English Teachers,Teaching Methods,Cultural Relevance,Foreign Nationals,Cultural Awareness,Qualitative Research,Teacher Role,Language Role,Semi Structured Interviews

ELT methods have been criticized for being limited and inadequate. Postmethod pedagogy has been offered as an alternate to these methods. The postmethod pedagogy emphasises localization of pedagogy and celebrates local culture, teachers and knowledge. Localizing pedagogy is easy for local teachers as knowledge and understanding of the local comes to them by instinct but may not be so for foreign teachers working in these local communities. However, it is also a fact that in the wake of globalization and internationalization, teachers are moving not only across geographical borders but also across cultural and social borders and to teach effectively, they need to localize their pedagogy. How do teachers localize their pedagogy in a foreign society? There is not much research on the phenomenon. The current qualitative research tries to bridge this gap. The research explored what aspects of the local are valued by expatriate teachers for particularizing their pedagogy; how this knowledge of the particular is translated into practice and to what extent it helps in socially and culturally empowering their students. The findings of the research are expected to help foreign teachers localize their pedagogy, and may also be helpful in designing orientation, integration and professional development courses for expatriate teachers.
The Influence of Topics on Listening Strategy Use for English for Academic Purposes
Author: Chou, Mu-hsuan
Date: 2015-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Listening Comprehension,Learning Strategies,Language Processing,Asians,Questionnaires,Undergraduate Students,Student Attitudes,Familiarity,Interviews,English (Second Language),Foreign Countries,Metacognition,Language Tests,Test Wiseness,Statistical Analysis

Listening is an essential skill for English as a Foreign Language learners studying in English-speaking universities to succeed in various fields of study. To comprehend subject material and improve listening effectiveness, learners are generally advised to develop strategies which help them process the target language in specific contexts. Therefore, the aim of this study was to investigate what strategies were adopted to listen to general and subject-specific English material. Furthermore, the study examined the process of listening comprehension in relation to the effectiveness of strategy use. The study was carried out with 92 Taiwanese final-year university students taking EAP courses. Questionnaires, listening comprehension questions, and retrospective interviews were used. The results showed that strategy use varied markedly between the two types of listening materials. The effectiveness of certain strategy adoption was influenced by topical familiarity and personal experience.
The Effect of Cooperative Integrated Reading and Composition Technique on Students' Reading Descriptive Text Achievement
Author: Zainuddin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Reading Achievement,Integrated Activities,Teaching Methods,Instructional Effectiveness,Junior High School Students,Pretests Posttests,Cooperative Learning

This study was aimed at finding out the effectiveness of applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students' Reading Descriptive Text Achievement. In other words, the objective of this study was to find out if there was a significant effect of applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students' Achievement in Reading Descriptive Text. This study was designed with the experimental research. The subject of this research was the second year student of Junior High School in Indonesia. The subject consisted of 3 parallel classes. Every class consisted of 30 students. They were randomly selected out as the sample of the research, and divided into two equal groups, in which 30 students for experimental group and another 30 students for control group. The experimental group was taught by applying Cooperative Integrated Reading and Composition (CIRC) Technique, while control group was taught by using Classical Method (CM). The instrument of collecting data used objective test (multiple choice items) and subjective test for reading descriptive text materials. To obtain the reliability of the test, the researcher applied Kuder Richardson formula (KR. 21). The pre-test and post-test were administered and then the data were statistically analyzed by using the t-test formula. The result showed that the t-observed (4.539) was higher then t-critical value (1.671) at the level of significance (0.05) for a-one tail test (4.539 &gt; 1.671), and the degree of freedom (df) was 58. Based on the analysis of the data, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students' Reading Descriptive Text Achievement compared with classical method (CM) of teaching.
English Language and Literature: Towards a Model for Implementation of the English/Spanish Bilingual Curriculum in Spain
Author: Bobkina, Jelena
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Bilingual Education,Models,Foreign Countries,Teaching Methods,Grammar,Language Teachers,Advanced Courses,Secondary School Students,Cultural Awareness,Novels,English Literature

Bilingual Education is a must in Spain nowadays. Its implementation during the past ten years has involved a meaningful change in teaching methodology. For the first time now our students have the chance to speak and to listen to the target language before they start mastering grammar. As part of this process, English literature is being introduced as an essential element in the bilingual curriculum. Despite the expected initial difficulties that many English teachers have to face in order to work with this new curriculum, no clear reference to possible approaches or materials to be implemented have been provided in any of the existing Decrees so far. It is our intention here to present an integrative approach model for the implementation of literature in the bilingual classroom, thus providing English teachers with a powerful tool to handle literature.
The Use of Demonstrative Pronoun and Demonstrative Determiner &quot;This&quot; in Upper-Level Student Writing: A Case Study
Author: Rustipa, Katharina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Writing (Composition),Writing Instruction,Form Classes (Languages),Case Studies,Language Usage,Academic Discourse,Connected Discourse,English (Second Language),Essays,Writing Skills,Sentence Structure,Comparative Analysis

Demonstrative &quot;this&quot; is worthy to investigate because of the role of &quot;this&quot; as a common cohesive device in academic writing. This study attempted to find out the variables underlying the realization of demonstrative &quot;this&quot; in graduate-student writing of Semarang State University, Indonesia. The data of the study were collected by asking three groups of students (first semester, second semester, third semester students) to write an essay. The collected data were analyzed by identifying, classifying, calculating, and interpreting. Interviewing to several students was also done to find out the reasons underlying the use of attended and unattended &quot;this&quot;. Comparing the research results to those of the Michigan Corpus of Upper-level Student Paper (MICUSP) as proficient graduate-student writing was done in order to know the position of graduate-student writing of Semarang State University in reference to MICUSP. The conclusion of the research results is that most occurrences of demonstrative &quot;this&quot; are attended and these occurrences are stable across levels, similar to those in MICUSP. The reasons underlying the usage are to create unity, to build text and context relationship, to keep theme-rheme structure, to have variation. And the choice of using attended &quot;this&quot; or unattended &quot;this&quot; can be explained as a choice of maxim of manner or maxim of quantity proposed by Grice. It is suggested that a writing teacher review the theory how to write such as cohesion, unity, theme-rheme pattern in writing class since this will facilitate the writing process.