ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents&apos; and Children&apos;s Learning When Collaborating on Inquiry-Based Mathematics and Computational Thinking Tasks
Author: Møller, Anders Kalsgaard
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperation,Active Learning,Inquiry,Mathematics Education,Computation,Middle School Students,Parent Participation,Parents as Teachers,Learning Activities,Robotics,Tablet Computers,Video Technology

In this paper we study how children aged 12-15 years learn together with their parents while solving a series of playful inquiry-based tasks with an educational robot. The purpose of the study is to understand how children and their parents learn mathematics and computational thinking in non-formal out-of-school learning activities. For the study we designed tasks that included mathematic problem solving and programming. The tasks were designed based on input from three mathematics teachers who participated in individual workshops. Over a period of approximately six weeks, three families worked together on the tasks. In the process, they were told to self-record and self-assess the process. The families video-recorded the process and after each task they completed they answered a few questions. At the end of the intervention, we interviewed the families about the process. The results showed examples of how the families worked with mathematics and programming within different practices. In general, the children were more challenged when it came to understanding the problems, the abstraction process and problem solving. In this part they received guidance from the parents. Conversely, the children were not particularly challenged by programming and in applying mathematics in the solutions.
Asymmetrical Sexual Scripts in Y Literature: Manifestations of a Heteronormative Discourse
Author: Phonkaewkate, Anantasak
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Bias,Adolescent Literature,Novels,Sexuality,Gender Issues,Social Bias,Sexual Identity,Sexual Orientation,Females,Homosexuality,Language Usage,Interaction,Interpersonal Communication,Congruence (Psychology),Power Structure,Scripts

Issues surrounding gender and sexuality are fundamental determinants of either a liberated or restricted human experience, and comprehensive sex education has been recognized as an essential mechanism to help youth process their gender and sexuality in a standardized, open, safe, and healthy atmosphere. In the absence of such education, Y novels are a growing source of cultural resources in the social sphere of sexuality, especially among Thai girls and young women. The present study differentiated between and analyzed the sexual scripts engaged in by the two leading characters, the &quot;pra'ek&quot; and &quot;nai'ek,&quot; in scenes of erotic significance from nine such novels. The dialogue and narration from these scenes were analyzed descriptively, and clear patterns of asymmetry emerged. These patterns were discussed as manifestations of heteronormative discourses. Y novels, despite the same-sex relationships that define them, were found to re-produce heteronormative discourses around masculinity and femininity. While Y novels may be an avenue for girls and women to explore their own sexuality in the heteronormative context in which they find themselves, the genre may also endanger girls, women, and queer-identifying people by re-producing meaning making that defines a 'gray area' of consent in sexual encounters.
Challenges and Constraints of Implementing Communicative Language Teaching: Teacher-Related vs. Non-Teacher-Related Factors
Author: Nam, Hyunjeong
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Barriers,English (Second Language),Language Teachers,Teacher Attitudes,Foreign Countries,Educational Policy,Class Size,Educational Change,Attitude Change,Teacher Characteristics,Self Concept,Language Proficiency,Teacher Motivation,Teaching Experience,Pedagogical Content Knowledge,Task Analysis,Comparative Analysis,Native Speakers,Student Motivation,Higher Education,Elementary Secondary Education

Concerns have long been raised regarding the constraints of CLT. The study aims to discern the exact as opposed to the supposed problems that are taken for granted as obstacles. A total of 95 in-service Korean, North American, Chinese, Uzbek English teachers participated in the study. The results reveal that none of the non-teacher-related external factors such as educational policy, class size, classroom layout, learners' English proficiency, and learners' motivation, was found to be significant for CLT. Amongst teacher-related internal factors such as teachers' language proficiency, teacher's motivation to teach, years in service, teacher competence, and training in instructional methodology, teacher competence was found to be significant. In addition to the influence of the constraints on the teaching methods, the study further investigated teachers' perception of their teaching. The results that teaching methods were selected for 'convenience' and external teaching environments as the No.1 precondition for their change to CLT suggest a need for a shift in teacher perception.
Computer-Assisted English Lessons for Logistics with Task-Based Language Teaching for Enhancing Receptive and Productive Vocabulary Knowledge of EFL Thai Learners
Author: Durongbhandhu, Nunpaporn
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,College Students,Task Analysis,Instructional Effectiveness,Comparative Analysis,Scores,Pretests Posttests,Receptive Language,Expressive Language,Vocabulary Development,Correlation,English for Special Purposes

Language Instruction, especially teaching and learning English for specific purposes (ESP) with Computer-Assisted Language Learning (CALL) has grown in popularity for over a decade. Task-based Language Teaching (TBLT) is one of the appropriate teaching approaches used to make CALL more effective. This study attempts to develop, implement, and compare Computer-Assisted English Lessons for Logistics with Task-Based Language Teaching used for enhancing learners' receptive and productive vocabulary knowledge of English for Logistics in an experimental group, and a control group. A randomized pretest and posttest design was used. The participants included 48 Thai EFL college learners, and they were placed randomly into the control group (N = 24) and the experimental group (N = 24). Then, both groups took a pretest, the experimental group received the treatment through CALL-based instruction with TBLT while the control group was taught based on traditional approaches. Data were collected via posttest and pretest scores. The finding of one-way MANOVA indicated that the experimental group significantly outperformed the control group on both receptive and productive vocabulary posttest. This study implied that EFL Thai learners could improve their receptive and productive vocabulary knowledge through an ESP course designed for the integration between CALL and TBLT. This gave EFL practitioners a guideline for ESP course design, and it would also demonstrate the benefit of CALL implementation with TBLT in real-world teaching in the Thai EFL context.
Authenticity, Believability, and Cultural Accessibility of Listening Texts: An Exploratory Study in Omani Classrooms
Author: Abatayo, Junifer
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Sociocultural Patterns,Listening Comprehension,Instructional Materials,Foreign Countries,Authentic Learning,Student Attitudes,Feedback (Response),Language Teachers,Teacher Attitudes,Cultural Awareness,Self Concept,Social Values,Teaching Methods,Educational Philosophy,Drills (Practice),High School Students,High School Teachers,Learning Management Systems

This research aimed to evaluate the relevance and appropriateness of listening texts in Omani classrooms and delve into the connectedness and cultural accessibility of the context of listening texts in an EFL listening classroom environment. It also aimed to explore their authenticity, believability, and cultural values all vital factors in evaluating the listening texts' significance and effectiveness. The data-gathering procedure involved recording and evaluating recordings for listening practice, conducting an interview with Language Studies teachers, and collecting students' feedback on the recording's cultural value and accessibility. Results suggested that students are provided with resources for Western culture and not Eastern culture. The interviews supported this stance as the teachers also believed that there should be more resources for cultural information and societal value. Therefore, it was concluded that research in a foreign language listening classroom should focus on making the lessons more meaningful by exploring the authenticity of the listening materials that give access to the socio-cultural aspect, factual knowledge, and context. Pedagogically, the researchers hope that this study can support the Philosophy of Education in the Sultanate of Oman that aspires for all Omani students to develop themselves in an integrated learning environment that values the philosophy, culture, identity, and aspirations of the Omani society.
A Comparison of &apos;Little&apos; and &apos;Small&apos; in English and Thai: A Corpus-Based Study
Author: Aroonmanakun, Vilaivan
Date: 2023-00-00
Type: Journal Articles
Subjects: English,Thai,Contrastive Linguistics,Dictionaries,Bilingualism,Monolingualism,Computational Linguistics,Form Classes (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Definitions,Educational Resources,Phrase Structure,Literary Genres,Language Usage,Language Variation,Foreign Countries

This paper studies the two English synonymous words &quot;little&quot; and &quot;small,&quot; and their Thai equivalents n??j4 and lek4. In addition to monolingual and bilingual dictionaries, British National Corpus, Thai National Corpus and an English-Thai parallel corpus were used in this study. It is found that &quot;little&quot; and &quot;small&quot; and their Thai equivalents are not precisely identical in meaning. In addition, there are some meanings that can apply to all these four English-Thai synonymous words. Therefore, a Thai learner of English may not be able to simply equate the use of &quot;little&quot; and &quot;small&quot; with n??j4 and lek4, and vice versa. Moreover, it is also found that &quot;little&quot; and &quot;small&quot; can be translated into Thai with some other words rather than n??j4 and lek4. This indicates the complexity of meaning in which &quot;little&quot; and &quot;small&quot; can connect to other related meanings and be translated into Thai with other words. This study suggests that information provided in dictionaries alone is not sufficient. Learners should learn how to use corpora as a resource to enhance their lexical knowledge in both languages.
A Corpus-Based Study of the Synonyms &quot;Cease,&quot; &quot;Halt,&quot; and &quot;Stop&quot;
Author: Chaengchenkit, Rangsiya
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Language Usage,Phrase Structure,Verbs,Computational Linguistics,North American English,Language Variation,Dictionaries,Definitions

This study aims to investigate the distribution across genres and the collocation of three synonymous verbs &quot;cease,&quot; &quot;halt,&quot; and &quot;stop.&quot; Data were drawn from the Corpus of Contemporary American English (COCA). The results from the distribution across genres shed light on the degree of formality of each verb. The verb &quot;stop&quot; appears to have a low degree of formality since it occurs most frequently in the TV and movie subtitles genre, an informal genre and occurs least frequently in formal contexts, i.e., the genre of academic texts. The verbs &quot;cease&quot; and &quot;halt,&quot; in contrast, appear to have a higher degree formality as they occur least frequently in informal contexts, i.e., the spoken genre. Furthermore, it was found that the three verbs share certain collocates and themes, confirming their status as synonyms. However, despite these similarities, there are collocates and themes that are not shared. Hence, the synonymous verbs can be differentiated from each other based on the degree of formality and the collocation. Due to the difference in usage, they cannot be substitutable in all contexts.
Analysis of Collocations and Semantic Preference of the Near-Synonyms: &quot;Blank,&quot; &quot;Empty,&quot; and &quot;Vacant&quot;
Author: Lertcharoenwanich, Pallapa
Date: 2023-00-00
Type: Journal Articles
Subjects: Semantics,Phrase Structure,Preferences,Nouns,English (Second Language),Second Language Learning,Second Language Instruction,North American English,Language Variation,Computational Linguistics,Form Classes (Languages),Dictionaries,Definitions,Literary Genres,Language Usage,Word Frequency

For English language learners, mastering the use of near-synonyms can be challenging. Despite the semantic similarities of English synonyms, they are not interchangeable in all contexts. The objectives of this corpus-based study are to examine differences between the near-synonymous adjectives &quot;blank,&quot; &quot;empty&quot; and &quot;vacant&quot; based on the degree of formality from their distribution across genres and to analyze the noun collocates in relation to semantic preference drawn from the Corpus of Contemporary American English (COCA). The findings indicate that these synonyms are uncommon in formal English, i.e., academic texts and they tend to have quite different occurrences and distributions across genres (i.e., &quot;blank&quot; and &quot;empty&quot; most frequently occur in fiction whereas &quot;vacant&quot; mostly occurs in newspaper) despite a similar degree of formality. For the noun collocates and semantic preference, these three adjectives have a weak near-synonymous status as they share only one noun collocate and one similar theme of semantic preference. Thus, despite their similarity in meanings, these synonyms co-occur with specific noun collocates in a particular context.
Analysis of Vocabulary Use and Move Structures of the World Health Organization Emergencies Press Conferences on Coronavirus Disease: A Corpus-Based Investigation
Author: Laosrirattanachai, Piyapong
Date: 2023-00-00
Type: Journal Articles
Subjects: Computational Linguistics,COVID-19,Pandemics,Vocabulary Skills,Second Language Learning,Second Language Instruction,Word Frequency,North American English,Language Variation,International Organizations,News Reporting,Language Usage,Foreign Countries,English,Discourse Analysis,Word Lists,Public Health

The current study explored the vocabulary use and examined the rhetorical move structure of World Health Organization Emergencies Press Conferences on the Coronavirus Disease. Vocabulary use was described using a corpus of 140 press conferences containing 1,139,248 running words that was analysed based on three indicator variables: vocabulary level, lexical coverage, and lexical profiling. The move structure was analysed based on 70 press conferences randomly selected from the corpus to identify shared moves and steps throughout the selected press conferences. The vocabulary level and lexical coverage analysis identified that 95 per cent of the vocabulary used in the corpus came from the first 3,000 high-frequency words based on the frequency rates of the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA). Harmoniously, non-medical terms were extensively used across the press conferences covering 93.56 per cent of the corpus. Therefore, L2 users of English would understand most of the language used in the press conferences. According to the corpus-based move analysis, the frequency findings revealed 11 moves and their respective 32 steps. The study also established the move sequence prototypes for each stage comprising an opening stage, opening remarks, stage engagement, and closure. These results could be implemented for assisting learners in public speaking or English for business courses.
An Exploration of Culture in Listening and Speaking Materials from an English as an International Language Perspective
Author: Rattanawong, Amonrat
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Awareness,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials,Textbooks,Learning Processes,Listening Skills,Speech Communication,Content Analysis,Western Civilization,Foreign Countries,Cultural Pluralism,Publishing Industry,Universities

As material that projects linguistic and cultural knowledge to students, English Language learning textbooks shape students' learning in various educational contexts. However, many textbooks have been found to perpetuate Anglo-Western norms and beliefs; thus, they fail to represent local students' socio-cultural backgrounds. With this in mind, our study analyzes listening--speaking sections of ten textbooks used in leading Thai universities. More specifically, through a perspective on cultural content sources (i.e., local, target, international, and neutral content), in combination with a deeper two-level analysis of such cultural content (surface and deep), we explore cultural contents integrated in listening-speaking sections of the ten textbooks selected. Findings indicated that three patterns of multiple cultural contents were well integrated in five of the ten textbooks: Touchstone, Speakout, Navigate, Unlock, and Prism. These five books seemed to embrace much broader multicultural content that represented non-Western students' histories and their global counterparts. Despite the overall low frequency of local students' realities portrayed in the sampled textbooks, our findings indicate that textbook authors and publishers have begun to acknowledge students' realities in terms of English being an international language. We suggest directions practitioners and researchers can explore so that learners can be exposed to linguistically and culturally appropriate content.
Diverse Conceptualizations of &quot;Competence&quot; in Second Language Research and Teaching
Author: Kimura, Daisuke
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Proficiency,Language Research,Communicative Competence (Languages),Linguistic Theory,Discourse Analysis,Interpersonal Communication,Teaching Methods,Linguistic Competence

This article traces the intellectual roots and developments of the notion of competence in second language (L2) teaching and research. Since L2 teaching and research invariably concern competence of some sort (linguistic, communicative, interactional, or otherwise), there have been countless attempts to define competence from diverse theoretical perspectives, resulting in a plethora of definitions as well as debates, confusions, and tensions. As global mobility and technological advancements prompt us to question traditional assumptions in our field, it is high time to take stock of how the notion of competence has been dealt with in L2 teaching and research. With a particular focus on interactional discourse, this short article offers a glimpse into the conceptual diversity regarding competence and facilitate further exploration of how it may be researched and fostered in view of modern-day complexities. The article concludes with a discussion of pedagogical implications and controversies.
Going the Extra Miles in a Reading Lesson: Insights from a Thai EFL Classroom
Author: Apairach, Sirawit
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,English (Second Language),Second Language Instruction,Critical Reading,Reading Ability,College Freshmen,Student Attitudes,Public Colleges,Critical Literacy

With the rise of the digital age and social media in the 21st century, our language learners as readers are constantly exposed to a surge of textual information daily. Inevitably, there has been a pressing need for language teachers, particularly in the EFL context, to consider higher-level comprehension and reading skills that help prepare their students for such an influx of information. This classroom-based study aimed to investigate students' perception of: (1) critical reading abilities; and (2) critical literacy practice implemented in a reading lesson. The participants were 32 first-year students who studied an English foundation course at a public university in Thailand. The data were collected by means of a questionnaire and focus group interviews. Using descriptive statistics and descriptive narrative, findings revealed positive overall performance and active engagement in the lesson, while language difficulty and concerns over the abilities to read between the lines were reported. The focus group interviews reported significant engagement in the lesson. Critical reading skills and classroom discussion were found to be valuable. Critical literacy practice appeared to contribute to the participants' positive take on learning about multiple perspectives in classroom discussion.
Investigating Individual Differences, School Locality, and Management on Indonesian Students&apos; Attitudes and Motivation in EFL Learning
Author: Sabiq, Agus Husein As
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Individual Differences,School Location,Student Attitudes,Student Motivation,Elementary School Students,Secondary School Students,Private Schools,Public Schools,Rural Schools,Urban Schools

Researchers have studied different aspects of students' attitudes and motivation in depth. Nonetheless, research into the link between students' attitudes, motivation, characteristics and school setting will provide further insights. This study investigated the effects of students' demographics on their attitudes and motivation to English language learning through the survey of 344 students. In addition, interviews were conducted to learn more about the students' perspectives and successful strategies in light of these factors. Multiple correlations and linear regression were used to analyze the quantitative data, and thematic analysis was employed to interpret the qualitative information. The results showed that gender, age, learning experience, school locality, and management influence the way students feel about learning English (sig 0.05, R value = 0.335). Although, attitudes and motivation were not significantly related to students' school environment or learning experiences, the results indicated that the students' acquired attributes were affected by their innate attributes and socio-environmental backgrounds. Therefore, providing meaningful learning experiences, authentic materials and exposure are key to improving student attitudes and motivation.