ethanporcaro/eric-fulltext-meta huggingface dataset:
Unveiling Pre-Service Teachers' Attitudes toward Teaching: The Role of Pedagogical Practicums
Author: Morales Cortés, Yimer Andrés
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Teaching (Occupation),English (Second Language),Second Language Instruction,Practicums,Foreign Countries,Semi Structured Interviews,Questionnaires,Reflective Teaching,Protocol Analysis,Data Collection,Data Analysis,Theory Practice Relationship,Qualitative Research

This article reports a research developed at Universidad Pedagógica y Tecnológica de Colombia with a group of pre-service teachers that was immersed in an English teaching practicum. The main purpose of this inquiry was to find out the role that practicum exerted on novice teachers' attitudes towards teaching. Data were collected through interviews, questionnaires, verbal reports, and artifacts. The results evidenced the English practicum provided the teachers being trained opportunities to consider what teaching entails. Thus, the participants were able to reflect, develop awareness, positive attitudes, and satisfaction towards their teaching practice.
How to Use Cooperative Learning for Assessing Students' Emotional Competences: A Practical Example at the Tertiary Level
Author: Martínez Lirola, María
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Emotional Development,College Students,Competence,Job Skills,Skill Development,Learning Activities,Student Attitudes,Student Surveys,Foreign Countries,English,English (Second Language),Public Speaking,Emotional Intelligence,Oral Language,Speech Skills,Debate

Cooperative learning allows students acquisition of competences that are essential for the labour market such as leadership, critical thinking, communication, and so on. For this reason, different cooperative activities were designed in a language subject in English Studies so that students could work in groups and acquire those competences. This article describes some such activities and the emotional competences that students acquire with them. Moreover, a survey was conducted in order to establish students' opinions about the main competences they acquired with the activities designed and their opinion about a cooperative methodology. Students' answers were positive and they were aware of what they had learned.
Students' Beliefs about Their English Class: Exploring New Voices in a National Discussion
Author: Villarreal Suarez, Jessica
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,Elementary School Students,Secondary School Students,Qualitative Research,Classroom Environment,Foreign Countries,Focus Groups,Interviews,Freehand Drawing,Oral Language,Teaching Methods,Occupational Mobility,Occupational Aspiration

The main objective of this study was to identify 6th to 11th grade students' beliefs about their English class in a public institution in Armenia, Colombia. By means of interviews, drawings, and focus groups with 30 students, four beliefs were established. It was found that students' beliefs are attached to the experiences they have lived in their English class; the discipline, the monotony, the lack of interesting material, and the impact of foreign language learning are the main related aspects. Implications and recommendations for further research are proposed based on the necessity of giving students a voice in the development of current national policies of language learning and also in the debate about the effectiveness of these policies and their impact inside schools.
Exploring University Teacher Perceptions about Out-of-Class Teamwork
Author: Ruiz-Esparza Barajas, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teamwork,Coding,Teacher Surveys,Social Cognition,Skill Development,Foreign Countries,Teacher Education,Work Environment,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Mixed Methods Research,Semi Structured Interviews

This study reports on the first stage of a larger joint research project undertaken by five universities in Mexico to explore university teachers' thinking about out-of-class teamwork. Data from interviews were analyzed using open and axial coding. Although results suggest a positive perception towards teamwork, the study unveiled important negative opinions. These opinions suggest the lack of success in promoting deep learning and in developing students' socio-cognitive abilities. Findings were used to develop a survey to be applied to more teachers to gain a broader perspective and to corroborate results.
The Impact of Oral and Written Feedback on EFL Writers with the Use of Screencasts
Author: Alvira, Roberto
Date: 2016-00-00
Type: Journal Articles
Subjects: Action Research,Oral Language,Feedback (Response),English (Second Language),Web 2.0 Technologies,Second Language Learning,Writing Skills,Writing Improvement,Student Motivation,Private Colleges,Foreign Countries,Writing Instruction,Educational Technology,Second Language Instruction,Writing Evaluation,College Students,Qualitative Research,Questionnaires,Content Analysis,Grounded Theory

This article, based on an action research study performed at a Colombian middle-sized private university, proposes specific strategies to provide feedback to English as a foreign language learners and uses a Web 2.0 tool called &quot;screencasting.&quot; The findings of the study suggest that the use of coded, written, and oral feedback is widely accepted by students and yields positive results in the improvement of their writing skills at the paragraph level, and that the use of screencasting is a promising strategy that is motivational to students and increases the quality of their uptake.
Improving 10th Graders' English Communicative Competence through the Implementation of the Task-Based Learning Approach
Author: Buitrago Campo, Ana Carolina
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 10,English (Second Language),Second Language Learning,Action Research,Second Language Instruction,Course Descriptions,Public Schools,High School Students,Coeducation,Units of Study,Thematic Approach,Foreign Countries,Student Needs,Academic Achievement,Communicative Competence (Languages),Teacher Role,Task Analysis,Instructional Effectiveness,Student Surveys,Student Attitudes,Focus Groups,Qualitative Research,Interviews

This article reports the results of an action-research project focused on improving students' communicative competence in English through the task-based learning approach. This study was conducted in a co-educational public school in Medellín (Colombia) with thirty-four tenth graders. Actions implemented include the development of a series of tasks and the definition of four thematic units consistent with the syllabus and students' interests and needs. The results evidence students' significant improvements in their communicative competence in English. Findings also show that implementation of the task-based approach was affected by factors related to the teachers' role and others related to students' performance.
Aligning English Language Testing with Curriculum
Author: Palacio, Marcela
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Test Construction,Educational Philosophy,Teaching Methods,Test Items,Item Analysis,Statistical Analysis,Correlation,Test Reliability,Test Validity,Weighted Scores,Raw Scores,Content Validity,Adult Students,Universities

Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia) to design tests aligned with the institutional teaching philosophy and classroom practices. This article reports on a study of an item-by-item evaluation of a series of English exams for validity and reliability in an effort to guarantee the quality of the process of test design. The study included descriptive statistics, item analysis, correlational analyses, reliability estimates, and validity analyses. The results show that the new tests are an excellent addition to the program and an improvement over traditional tests. Implications are discussed and recommendations given for the development of any institutional testing program.
Implementing Task-Based Language Teaching to Integrate Language Skills in an EFL Program at a Colombian University
Author: Córdoba Zúñiga, Eulices
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Task Analysis,Teaching Methods,Qualitative Research,State Universities,Foreign Countries,Case Studies,Semi Structured Interviews,Language Skills,Observation,Student Attitudes,College Students

This article reports the findings of a qualitative research study conducted with six first semester students of an English as a foreign language program in a public university in Colombia. The aim of the study was to implement task-based language teaching as a way to integrate language skills and help learners to improve their communicative competence in English. The results suggest that the implementation of task-based language teaching facilitated the integration of the four skills in the English as a foreign language context. Furthermore, tasks were meaningful and integrated different reading, writing, listening, and speaking exercises that enhanced students' communicative competences and interaction. It can be concluded that task-based language teaching is a good approach to be used in the promotion of skills integration and language competences.
Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
Author: Ubaque Casallas, Diego Fernando
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Action Research,Language Teachers,Persuasive Discourse,Audio Equipment,Cooperative Learning,Teaching Methods,Intervention,Peer Evaluation,Oral Language,Foreign Countries,Student Attitudes,Semi Structured Interviews

This paper presents an exploratory action research study carried out by two English as a foreign language teachers in a private, non-profit institution in Bogota, Colombia, with a group of 12 learners in a B1 English course. These students faced difficulties elaborating on their ideas when discussing issues in class. The study placed emphasis on the use of argumentation outlines and peer assessment to boost learners' argumentative abilities. Audio-taped conversations and open-ended interviews were used to understand the impact on the pedagogical intervention. Findings revealed that argumentation outlines and peer assessment can promote learners' awareness and ability to engage in argumentation processes. Moreover, peer assessment appears to be an essential tool for enhancing personal and collaborative learning, as well as for promoting learner reflection and agency.
Understanding the Role of Teaching Materials in a Beginners' Level English as a Foreign Language Course: A Case Study
Author: Cruz Rondón, Elio Jesús
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Instructional Materials,English (Second Language),Second Language Learning,Native Language,Learning Processes,Observation,Semi Structured Interviews,Video Technology,Teaching Methods,Foreign Countries,Phonetics,Pronunciation,Textbooks,Electronic Publishing,Role,Introductory Courses,Qualitative Research,Student Attitudes,College Students

Learning a foreign language may be a challenge for most people due to differences in the form and structure between one's mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners' level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.
Online and Face-to-Face Language Learning: A Comparative Analysis of Oral Proficiency in Introductory Spanish
Author: Moneypenny, Dianne Burke
Date: 2016-07-00
Type: Journal Articles
Subjects: Second Language Learning,Spanish,Electronic Learning,Online Courses,Web Based Instruction,Conventional Instruction,Comparative Analysis,Oral Language,Language Proficiency,Introductory Courses,Undergraduate Students,Language Tests,Scores,Statistical Analysis,Statistical Significance,Communication Skills

The primary resistance to online foreign language teaching often involves questions of spoken mastery of second language. In order to address this concern, this research comparatively assesses undergraduate students' oral proficiency in online and face-to-face Spanish classes, while taking into account students' previous second language experience. The sample consisted of 90 undergraduate students, both online and face-to-face, who completed the Versant test at the end of the two semester sequence of Introductory Spanish. The Versant test assessed pronunciation, vocabulary, sentence formation, and fluency as factors of oral proficiency and calculated an overall oral proficiency score. T-test, one-way analysis of variance (ANOVA), and Kruskal-Wallis H test were used to determine whether there were any significant differences between online and face-to-face students' proficiency scores. The results indicate that there were no statistically significant differences in oral proficiency at the introductory level between students who completed Spanish online and those that participated in face-to-face courses.
Logic Models as a Way to Support Online Students and Their Projects
Author: Strycker, Jesse
Date: 2016-07-00
Type: Journal Articles
Subjects: Logical Thinking,Models,Online Courses,Electronic Learning,Web Based Instruction,Web 2.0 Technologies,Expectation,Outcomes of Education,Distance Education,Scaffolding (Teaching Technique),Concept Mapping,Input Output Analysis,Holistic Approach

As online enrollment continues to grow, students may need additional pedagogical supports to increase their likelihood of success in online environments that don't offer the same supports as those found in face to face classrooms. Logic models are a way to provide such support to students by helping to model project expectations, allowing students to demonstrate their current and changing understanding of relationships for different projects and instructors to review and comment on those understandings, and as a vehicle for reflecting on the outcomes of a project.
Case Study on the Impact of Technology on Incivility in Higher Education
Author: Bartlett, Michelle E.
Date: 2016-07-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Influence of Technology,Antisocial Behavior,Peer Relationship,Teacher Student Relationship,Higher Education,Graduate Students,Doctoral Programs,Questionnaires,Ethics,Holistic Approach,College Faculty,Administrators,Data Collection,Data Analysis,Etiology,Student Behavior,Behavior Problems,Socialization,Interpersonal Competence,Prevention,Training

A qualitative case study research design provided an in-depth perspective of the participants in relation to understanding the holistic impact technology has on the incivility of student-to-student and student-to-faculty interactions in higher education. The conceptual framework by Twale and Deluca (2008), based upon Salin's (2003) proposed model for bullying, is detailed. Participants were doctoral students (n=17) who are full-time professionals in higher education. The participants were given open-ended questions regarding technology and incivility. Access and ethical considerations are detailed. Participants' detailed written responses were analyzed as outlined by Yin (2003). Four themes emerged from the data analysis; reported causes, reported outcomes, relationship types of participants, and ways to reduce technology's impact on incivility. Technology use and incivility in higher education are both increasing. This study is important in understanding the views of students and perceptions of the causes, impact, and ways to decrease incivility.
A Desire for Growth: Online Full-Time Faculty's Perceptions of Evaluation Processes
Author: DeCosta, Meredith
Date: 2016-07-00
Type: Journal Articles
Subjects: College Faculty,Online Courses,Teacher Attitudes,Evaluation Methods,Qualitative Research,Teacher Evaluation,Content Analysis,Surveys,Communities of Practice,Administrators

College and universities evaluate the teaching performance of faculty members in a variety of ways. Benefits to effective faculty evaluation include advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader community (Boyer, 1990; Glassick, Huber, &amp; Maeroff, 1997). While there is ample research related to the evaluation of faculty in traditional settings, there have been fewer studies examining online faculty members' perceptions of evaluation processes. Further, due to the growth of online education, the existing evaluation scales, including those used in traditional settings, have been called into question (Berk, 2013; Hathorn &amp; Hathorn, 2010; Rothman, Romeo, Brennan, &amp; Mitchell, 2011). This qualitative study examines one university's online full-time faculty and their perceptions of the tools and processes used to evaluate their teaching. Through a systematic qualitative content analysis of survey data, findings indicate that online faculty members have a desire to grow as instructors, focusing little on modality or task-oriented expectations as a means for growth. Participants expressed an interest in holistic, descriptive evaluation feedback by a range of stakeholders, particularly those with content knowledge. Study findings have implications for administrators and other stakeholders related to online full-time faculty, including the processes and documents through which they are evaluated.
Emporium Model: The Key to Content Retention in Secondary Math Courses
Author: Wilder, Sandra
Date: 2016-07-00
Type: Journal Articles
Subjects: Retention (Psychology),Mathematics Education,Algebra,Secondary School Mathematics,Mastery Learning,Electronic Learning,Computer Software,Mathematics Teachers,Mathematics Instruction,Common Core State Standards,Computer Assisted Instruction,Teaching Methods,Comparative Analysis,Mathematics Achievement,Technology Uses in Education,Mathematics Skills,Conventional Instruction,Academic Achievement,High School Freshmen,STEM Education,Achievement Tests,Experimental Groups,Control Groups

The math emporium model was first developed by Virginia Tech in 1999. In the emporium model students use computer-based learning resources, engage in active learning, and work toward mastery of concepts. This approach to teaching and learning mathematics was piloted in a rural STEM high school. The purpose of this experimental study was to compare the impact of the emporium model and the traditional approach to instruction on student achievement and retention of algebra. The results indicated that both approaches to instruction were equally effective in improving student mathematics knowledge. However, the findings revealed that the students in the emporium section had significantly higher retention of the content knowledge.
Understanding the Online Doctoral Learning Experience: Factors That Contribute to Students' Sense of Community
Author: Byrd, Jeremy Carl
Date: 2016-07-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Online Courses,Electronic Learning,Student Experience,Sense of Community,Communities of Practice,Phenomenology,Interviews,Distance Education,Church Related Colleges,School Orientation,Religious Factors,Cohort Analysis,Attachment Behavior,Peer Relationship

As the number of students taking online courses continues to grow steadily, it is becoming increasingly important to inquire about the experiences of these students in order to understand the factors that contribute to their success. It is imperative that the social needs of students be understood, as interaction is an important aspect of the educational experience. &quot;Sense of community&quot;, which results from interaction, can make a significant impact on the success of online students. The purpose of this phenomenological study was to explore the lived experiences of doctoral students who have taken courses online in an effort to illuminate the factors that contribute to their sense of community. To achieve a better understanding of these factors, in-depth interviews were conducted with a purposive sample of 12 doctoral students. As a result of the analysis, it was determined that the following four factors contributed to the sense of community felt amongst students enrolled in an online doctoral program: (a) a cohort experience, (b) a face-to-face, on-campus orientation course, (c) faith, prayer, and spirituality, and (d) challenge and tragedy. The results of this study add to the existing literature on understanding the online student experience and sense of community within the context of online higher education, and the implications and recommendations made as a result of the findings in this study can be used by faculty members and administrators to better facilitate sense of community in online courses and degree programs.
The Impact of Mobile Learning on ESP Learners' Performance
Author: Alkhezzi, Fahad
Date: 2016-07-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,English (Second Language),Second Language Instruction,Vocabulary Development,Grammar,Writing Skills,College Students,Foreign Countries,Reading Skills,Listening Skills,Speech Skills,Conventional Instruction,Statistical Analysis,Comparative Analysis,Tests,Scores

This study explores the impact of using mobile phone applications, namely Telegram Messenger, on teaching and learning English in an ESP context. The main objective is to test whether using mobile phone applications have an impact on ESP learners' performance by mainly investigating the influence such teaching technique can have on learning vocabulary, and how this can affect the learner's' ability to use grammar correctly and whether their writing skill is improved. The results showed that using mobile phone applications to teach a foreign language skill or subskill is fruitful and does impact learners' comprehension of vocabulary and grammatical rules. The results specifically indicate that mobile phones can be used in many different ways to teach and learn technical and semi-technical vocabulary easily outside the classroom, however, to teach grammatical rules and writing it is recommended that certain strategies be used due to certain limitations.