ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;So I Think [Arabic character omitted] Is Bear!&quot; An Initial Data-Driven Explanation of How Arabic Students Use Captioned Video to Learn Vocabulary
Author: Winke, Paula
Date: 2022-00-00
Type: Journal Articles
Subjects: Arabic,Second Language Learning,Second Language Instruction,Vocabulary Development,Recall (Psychology),Task Analysis,Video Technology,Eye Movements,Captions,Prior Learning,Teaching Methods,Language Proficiency,Undergraduate Students

We explored how L2 learners of Arabic make use of video-based captions to learn vocabulary. Thirteen students watched a four-minute captioned video twice on a computer equipped with eye-tracking technology. The study included 19 novel words, 2 familiar words with novel meanings, and 2 words with familiar morphological roots (23 total). In this paper, we focus on one word, &quot;bear,&quot; and plotted the learners' visual attention to that word as it appeared on screen. We triangulated the eye-tracking data with an L2 form recall task, a prior vocabulary knowledge scale task, a free-recall task, and a semistructured interview with stimulated recall. Our conclusion is that Arabic programs should include more captioned-video content both inside and outside of class and at an appropriate proficiency level to help learners with L2 Arabic's complex form-meaning mapping.
Students&apos; Perspective of Factors Affecting Listening Comprehension Ability
Author: Xuan, Kan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Listening Comprehension,Vocabulary,Teaching Methods,Anxiety,Cultural Awareness,English (Second Language),Second Language Learning,Instructional Materials,Audiovisual Aids,Grade 8

The teaching of listening in Indonesia is essential, a process that is considered to be indispensable. This paper explores several factors that affect students' listening comprehension ability; which are: limitation of vocabulary, teaching strategy, limitation of materials and equipment, student's listening anxiety, exposure towards American English and culture. The main purpose of this research is to determine which factor that significantly affects students' listening comprehension ability. After going through factor analysis, it is found that the most dominant factor that affects listening comprehension ability is limitation of listening materials and equipment. This study was conducted in three schools: SMP Negeri 1 Cisarua, Bandung, SMP Negeri III Cisarua, Bandung, SMP Negeri I Parongpong, Bandung.
Exploring Students&apos; Difficulties in Speaking English and Their Attitude in Speaking English
Author: Inayah, Ratih
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Barriers,Student Attitudes,Language Skills,Student Motivation,Self Esteem,Language Fluency,College Students,Second Language Learning,Foreign Countries

The purpose of English language education is to provide students with the capabilities to understand the language in appropriate way and to have good ability in written and oral (Richard, 2008). If students are not able to speak English fluently and clearly, this purpose will be hard to achieve. So, it is essential to study this phenomenon in order to discover if students actually have problems with speaking, and then we can recognize what kind of problems and the reason of it also their perception in Speaking English as a foreign language in Indonesia. This study employed qualitative research paradigm as an intensive, holistic description, and analysis of a single instance, phenomenon, or social unit (Alwasilah, 2011). The study employed a descriptive method with multi instruments as observation, questionnaires, and interviews. Populations of this research were taken from a class of last semester students at STKIP Siliwangi Bandung and the sample were taken from four high achievers and four low achievers from the classroom. The result showed that students' behavior lead them to speaking difficulties, those who are not interested in speaking activity, relatively get trouble in speaking for academic purposes. This study showed that students who experience difficulties with speaking often have problems with their motivation and self-confidence so that they feel quite hard to recognize their true skill. Somehow, many students have positive attitude and perception toward the concept of fluency in speaking English. They consider that fluency in speaking is something important to master; they think it will be very useful for their carrier in the future.
Study on the Use of Oral Drills and Role-Play Method in Improving Students&apos; Interactive Speaking Achievement
Author: Sinambela, Kelvri L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Speech Skills,Teaching Methods,Drills (Practice),Role Playing,Speech Communication,English (Second Language),Second Language Instruction,Oral Language,Junior High School Students,Student Attitudes,Foreign Countries

This study examines whether the use of oral drills and role-play method could improve students' interactive speaking achievement. This study used quantitative research using pre-experimental method with one group pre and posttest design. The study was conducted in SMP Advent II, Setia Budi, Bandung. The participants of this study were 30 students from the first year students at SMP Advent II Setia Budi, Bandung as the sample and they were grade VII at SMP Advent II Setia Budi, Bandung. This study used one experimental group as the sample. A pre-test and post-test were done. The experimental group was given treatment (oral drill and role-play method). The data gathered was then statistically calculated and analysed. According to the interpretation, if p value (Sig.) [less than or equal to][alpha](0.05) then H[subscript A] is accepted and H[subscript 0] is rejected and if p value (Sig.) [greater than or equal to] [alpha] (0.05) then H[subscript 0] is accepted and H[subscript A] is rejected. After calculating the data it was known that the p-value = 0.000 lesser than alpha 0.05. Result of the study showed that there is a significant difference in improving students' interactive speaking achievement after using oral drills and role-play method.
The Effect of the Direct Method on the Reading Comprehension Ability of Second Year Students at SLTP Advent 4 Paal Dua, Manado
Author: Marpaung, Marlin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Teaching Methods,English (Second Language),Second Language Instruction,Junior High School Students,Reading Skills,Student Improvement

This study is to find out the reading comprehension ability of the students at SLTP Advent 4 Paal Dua Manado, when being taught using the Direct Method and the Lecture Method. The population of this study was seventy-six second year students at SLTP Advent 4 Paal Dua Manado, who were divided into two groups, the experimental and control group. The main problem of this study is to find out the effect of the Direct Method in teaching reading comprehension. The result showed that there was no difference in the reading comprehension ability of the students who are taught using Direct Method and students who are taught using Lecture Method. But there was slightly difference between the mean score of post-experimental and post-control. Therefore, the suggestion for English teachers is to teach the reading comprehension using the Direct Method because the Direct Method can improve students' ability in reading comprehension.
The Use of Mind Mapping in Generating Students&apos; Idea
Author: El Fauziah, Ula Nisa
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Concept Mapping,Writing Instruction,English (Second Language),Second Language Instruction,Foreign Countries,Writing Improvement

Writing is considered as the hardest skill to be learned. Some students said that the difficult part to write is to generate ideas. They admitted that their ideas were out of focus. They could not generate and develop the ideas. To solve it, teachers surely require various teaching techniques that help students to generate ideas in writing. One of the technique is mind mapping. Based on this mentioned reasons, this study is aimed to investigate the differences between teaching writing that does not use mind mapping and the one that uses it in term of ideas. This study employed qualitative method. The data sources of this study were first grade students in one of department in university at Bandung. The collected data were obtained by writing tests. The result of writing tests was scored by using a rubric. Based on the analysis result, it was found that there were the differences in the writing that did not use mind mapping and the one that used it in term of ideas. The writing that used mind mapping tended to be more focus. Besides, it also had deepen explanation of the topic as well as clear main idea and supporting ideas. From this finding, it can be inferred that mind mapping do really help students to generate ideas in writing. Therefore, teachers can use this technique to teach writing in the classroom.
The Sundanese Puppets Appearance as the Representation of Their Characters in Mahabharata Play
Author: Lisdawati, Ida
Date: 2017-00-00
Type: Journal Articles
Subjects: Puppetry,Cultural Education,Semiotics,Cultural Awareness,Teaching Methods,Performance,Color,Role,Figurative Language,Physical Characteristics,Foreign Countries,Tribes,Cultural Traits

This study not only aims to introduce Sundanese culture which is part of Indonesian culture, but also analyses the phenomenon that exists in Sundanese puppets performance as one of the entertainment for the Sundanese people with Semiotic. In this study, the researcher analyzed two factors that determined the result of this research. Firstly, the researcher found the role of color as a kind of pictorial metaphor. In each puppet, it will be seen whether the dominant color of puppet represents the characteristics corresponding to the color or has a significant difference. The secondly, the researcher analysed the appearance of each puppets. This research used four puppets from category of Panakawan, two puppets from category of Knight, and two puppets from category of Giant. Qualitative method is used for describing the result and the result showed that almost puppets appearance represented their character except Cepot that also known as Astrajingga. His appearance did not represent his characteristic especially his color face.
Stylistics: An Analysis of Roald Dahl&apos;s George&apos;s Marvelous Medicine and The Giraffe and The Pelly and Me to Provide Insights on Establishing Writing Style
Author: S., Debora Chaterin
Date: 2016-00-00
Type: Journal Articles
Subjects: Literary Styles,Creative Writing,Childrens Literature,Influences,Literary Criticism,Authors

This study aims to provide insights on establishing writing style through stylistic analysis on Roald Dahl's George Marvelous Medicine and The Giraffe and The Pelly and Me. This is a qualitative study which focuses on literary analysis. The data was collected from those two books. Evidently this study will bring benefit to English majors to gain insights on how to establish effective writing style. The findings of this study show that Dahl has four outstanding elements for writing style: Lead Sentences, Rhyme-schemed poem, Peculiar Chosen Words, and Concept of Personification. Although Dahl's books have great insight on establishing one's writing style, there are some positive and negative influence that should be considered in reading Dahl's masterpieces.
Designing an English Learning Module for English for Tour Guide Course in English Language Education Program of STKIP Siliwangi Bandung
Author: Satriani, Intan
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Tourism,Second Language Learning,Textbooks,Second Language Instruction,Textbook Evaluation,Foreign Countries

English for Tour Guide is one of the courses in English Language Education Program of STKIP Siliwangi Bandung. This course uses &quot;English for Professional Tour Guiding Services&quot; as a textbook. Various problems are found when the teachers use this book in the classroom. It predominantly deals with the materials. In response to this problem, this study aims to evaluate the use of &quot;English for Professional Tour Guiding Services&quot; book for students in English Language Education Program of STKIP Siliwangi Bandung. This research will apply quantitative and qualitative research design. There are two instruments in obtaining the data, namely questionnaire and interview. Through this study, it is expected that the strengths and weaknesses of this book can be found. Thus, the suitable materials for the students can be designed. For a long term, it is expected that the result of this study can be used as a reference to make a book of English for Tour Guide course.
Fluency, Comprehensibility, and Accentedness in L2 Speech: Examining the Role of Visual and Acoustic Information in Listener Judgments
Author: Gokgoz-Kurt, Burcu
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Fluency,Dialects,Pronunciation,Listening Comprehension,Language Proficiency,Oral Language,Undergraduate Students,Teaching Assistants,Foreign Students,Acoustics,Time,Visual Aids,English (Second Language)

The purpose of the present study was to examine: (1) the effects of audio-visual information; and (2) the role of temporal measurements associated with the perceptual ratings of fluency, accentedness, comprehensibility, pronunciation, and oral proficiency in second language (L2) speech samples of International Teaching Assistants (ITAs). American undergraduate students randomly assigned to audiovisual and audio-only (without seeing the speaker) conditions rated the two-minute speech samples of five ITAs on a seven-point scale. For acoustic analysis, several temporal measurements were used that were hypothesized to have an association with the ratings. Findings revealed that listeners without visual information judged L2 speech as less fluent and more accented although no significant difference in comprehensibility was found. L2 speakers were also judged to have better pronunciation and higher oral proficiency when the recordings were presented in video mode. The findings further indicated that among the acoustic measures examined, articulation rate was found to be associated with perceptual ratings. Implications for ITA training and language testing and assessment are discussed.
Increasing L2 Learners&apos; Well-Being: An EMPATHICS Intervention Study
Author: Stewart, Glen
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Well Being,Intervention,Single Sex Colleges,Females,Foreign Countries,English (Second Language),College Students,Personality Traits,Persistence,Self Efficacy,Student Motivation,Personal Autonomy,Student Attitudes,Learning Strategies,Positive Attitudes,Psychology,Program Effectiveness

This article reports on an intervention related to L2 learner well-being based on Oxford's (2016) EMPATHICS theoretical framework. The intervention was conducted at a women's university in Tokyo in three of the researcher's own first-year, compulsory, four-skills English-language classes. Forty-six learners agreed to take part in the study. To operationalize Oxford's (2016) framework, the author drew on several areas of the literature, including grit, trait-EI, self-efficacy, L2 motivation, L2 learner autonomy, mindsets, and language-learning strategies. Data collection instruments used consisted of a forty-five item self-assessment tool, a six-item mini-survey to indicate learners' pre-existing levels of L2 well-being, a self-report homework handout to facilitate learners' overall reflective process, and an End-of-intervention Evaluation Report. The ten-week intervention consisted of: (1) having the learners self-assess their use of strategy-related tactics in class one and completing the L2 well-being mini-survey; (2) learners providing a written reflection and/or taking action and providing a written report about their actions after class five times across the term related to tactics in the self-assessment with the help of written advice from the researcher; and (3) the researcher providing guidance about multiple tactics in class and having the learners focus on those tactics when completing relevant activities in class. It was hoped that the overall intervention would encourage positive change in learners' L2 well-being. Practical and theoretical implications are discussed, and avenues for future research are suggested.
L1-L2 Congruency as a Criterion to Identify Collocations Based on Contrastive Analysis
Author: Barghamadi, Maryam
Date: 2023-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Phrase Structure,Indo European Languages,English (Second Language),Second Language Instruction,Translation,Contrastive Linguistics,Learning Processes,Language Classification,Word Frequency,Word Lists,Error Patterns,Identification

In second language learning research, L1-L2 congruency refers to the similarity in form and meaning of the way a word or phrase is said between two languages. If there is low L1-L2 congruency, the learning burden of a word or phrase can be higher, and thus, such items should be focused on more in teaching to help learners avoid errors. For example, an unacceptable structure could be produced when second language learners use direct or literal translation to formulate multiword units (MWUs) in the target language. This study used L1-L2 congruency as a criterion to identify English MWUs with low congruency with their Persian equivalents to create a resource for Persian-speaking English learners. An L1-L2 contrastive analysis was conducted on a list of approximately 11,000 high-frequency MWUs. This list was translated, and the items were given ratings regarding their congruency in Persian. The results revealed that more than 65% of the items examined were incongruent with their word-for-word translations, demonstrating that L1-L2 congruency is a significant factor in selecting MWUs for Persian-speaking English learners. Since focusing on incongruent items may help learners avoid errors, the results of this study can help improve the efficacy of English acquisition by Persian-speaking learners through its identification of particular MWUs that have low congruency between the two languages.
Digital Competence in Primary Education and the Limits of 1:1 Computing
Author: Fraga-Varela, Fernando
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technological Literacy,Elementary School Students,Elementary School Teachers,Access to Computers,Laptop Computers,Educational Policy,Grade 5,Grade 6,Family Characteristics,Context Effect,Equal Education,Social Influences

Almost a decade after the massive incorporation of technology into schools in Galicia, Spain based on 1:1 computing programs, where teachers and students have access to laptop computers, this study explored the effects of technology on the lives of children in situations of socio-cultural and economic exclusion. Three case studies were selected from two research projects. Each case study representing three individuals. These studies were analyzed through an ethnographic approach using in-depth interviews and participant observation. The constant comparative method was used, supported by ATLAS.ti 7 qualitative analysis software. The 1:1 policies excluded the family context and the development of digital competence was heavily dependent on the opportunities provided at school. The results indicated that these policies did not reduce inequality because advanced learning experiences with information and communication technology were not provided at school.
&apos;Dear Epsom&apos;: A Poetic Autoethnography on Campus as Home of an International Doctoral Student in Aotearoa New Zealand
Author: Phan, Anh Ngoc Quynh
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Foreign Students,Student College Relationship,Sense of Community,Attachment Behavior,Friendship,Self Concept,Emotional Experience,Student Mobility,Study Abroad,Autobiographies,Ethnography,Poetry,College Environment

This article delineates my place attachment and sense of home in my Epsom campus, University of Auckland, in Aotearoa New Zealand, where I studied for my PhD in two periods of time: during the first year of my PhD programme, when my sense of home was established; and when I returned to Vietnam for my six-month research trip and was stranded due to the COVID-19 pandemic, leading to my sense of home in my campus being weakened and disrupted. Using poetic autoethnography as the methodology, I recount my personal experiences of how I grew attached to my university campus as a physical place, and social spaces of cultural diversity, friendship, and academic and PhD student identity development. The article offers an analysis of my unique emotional experience of being on and off campus involuntarily, which is hardly found in extant literature on international student mobility and students' lived experiences.
Improving Student&apos;s Reading Comprehension Ability Using Jigsaw 1 Technique
Author: Katemba, Caroline V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Improvement,Reading Comprehension,Reading Ability,Teaching Methods,Grade 8,Junior High School Students,Foreign Countries,Reading Instruction,Instructional Effectiveness

This research is entitled &quot;Effectiveness of Utilizing Jigsaw 1 towards Improving Students' Reading Comprehension Ability.&quot; Experimental design was used in this study. The participants of this study were two classes of grade 8 of junior high school in Parongpong, Bandung, Indonesia ; each class consisted of 32 participants in grade 8A as the experimental group and 33 participants in grade 8B as the control group. The Experimental group was taught using Jigsaw 1 Technique and the control group was taught using conventional technique. This study intended to seek answer on the question; Is there any significant difference on the effect of reading comprehension between those students who are using jigsaw-1 and those who are taught through conventional method. This research was divided into three steps: giving a pretest, treatment (Jigsaw 1 Technique) and the last giving post-test. Data analysis shows that, there is a significant difference in the reading comprehension ability between those who were taught using Jigsaw 1 technique and those who were taught using conventional technique.
Student-Generated Questions Fostering Sustainable and Productive Knowledge Building Discourse
Author: Zhu, Gaoxia
Date: 2022-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Knowledge Level,Student Participation,Elementary School Students,Educational Technology,Learner Engagement,Science Education,Private Schools,Discussion (Teaching Technique),Sustainability

The role of questions in student learning is well recognized. However, the controversial issue of who should pose questions that direct inquiry continues: teachers or students? One perspective advocates that teachers generate questions as it assumes that students cannot generate high-quality questions. In contrast, Knowledge Building, a pedagogical approach that advocates transforming schools into knowledge-creation organizations, emphasizes student agency in generating authentic questions as they try to understand the world around them. This study examined the extent to which elementary students could generate questions and explore how student-generated questions help Knowledge Building discourse progress. Comparing question threads (i.e., a series of online notes started with questions) and non-question threads (i.e., a series of online notes not started with questions), we noticed that questions posted by students engaged them in sustainable and progressive discourses, which is central to Knowledge Building. Moreover, the content analysis of the data revealed that the threads starting with questions were more likely to end up with productive threads than the non-question threads.