ethanporcaro/eric-fulltext-meta huggingface dataset:
Which Grammatical Errors Do First-Year University Students Make and Do Those Errors Matter? A Focusing Inquiry
Author: Cop, Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Grammar,Error Patterns,Health Sciences,Diagnostic Tests,Sentences,Reading Comprehension,Punctuation,Spelling,Writing Skills,Student Placement

Inspired by the 'teaching as inquiry' model, we initiated a focusing inquiry on 2,811 English diagnostic tests that were taken in 2014-2015 by first-year students entering the Health Sciences programme at the University of Otago, a programme for aspiring health professionals. That inquiry aimed to improve the first-year paper taken by students who failed the diagnostic test. Counting and categorizing types of errors, we found that about 56% of all sentences written by these students in the reading comprehension section of the test had an error in grammar, punctuation, or spelling. The first part of this paper examines these errors. The second part of this paper explores the implications of these errors for those students. Our subsequent research revealed significant relationships between grammatical and stylistic competency and tertiary success. Quite simply, we found that students who committed errors of grammar, punctuation, and spelling were less likely to gain placement in health professional programmes such as Medicine, Dentistry, or Physiotherapy.
Understanding Chinese International Doctoral Students in New Zealand: A Literature Review of Contemporary Writings about Chinese Overseas Research Students
Author: Ding, Qun
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Doctoral Students,Asians,Study Abroad,Student Experience,Coping,Student Development,Communities of Practice,Teacher Student Relationship,Supervisor Supervisee Relationship,Confucianism,Student Adjustment,Student Participation,Student Educational Objectives

The number of Chinese students studying abroad has increased. Chinese international students have constituted the largest proportion of overseas students in New Zealand (Zhang, 2013). Little research has been done concerning those undertaking doctoral study. The study I have proposed to do thus intends to explore the experiences of Chinese doctoral students studying full-time at New Zealand universities. In this article I review literature on the Chinese international research student experience, in terms of their motives for studying abroad, and their university lives. Much research on the intercultural learning experience has adopted an adaptation perspective and has been more focused on negative experiences, thus strengthening the usual stereotype of students with learning and social deficits. In contrast, using a self-formation paradigm, this proposed study will perceive them as active agents and spotlights how they deal with challenges and difficulties and how they develop themselves in the process.
Crossovers: Digitalization and Literature in Foreign Language Education
Author: Lütge, Christiane
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Electronic Publishing,Second Language Learning,Literacy Education,Classification,Reading Materials,Teaching Methods,Reading Skills,Story Telling

Digitalization produces increasingly multimodal and interactive literary forms. A major challenge for foreign language education in adopting such forms lies in deconstructing discursive borders between literary education and digital education (romance of the book vs. euphoric media heavens), thereby crossing over into a perspective in which digital and literary education are intertwined. In engaging with digital literary texts, it is additionally important to consider how different competencies and literary/literacy practices interact and inform each other, including: (1) a receptive perspective: reading digital narratives and digital literature can become a space for literary aesthetic experience, and (2) a productive perspective: learners can become &quot;prod'users'&quot; (Bruns, 2008) of their own digital narratives by drawing on existing genre conventions and redesigning &quot;available designs&quot; (New London Group, 1996). Consequently, we propose a typology of digital literatures, incorporating functional, interactive and narrative aspects, as applied to a diverse range of digital texts. To further support our discussion, we draw on a range of international studies in the fields of literacies education and 21st century literatures (e.g., Beavis, 2010; Hammond, 2016; Kalantzis &amp; Cope, 2012; Ryan, 2015) and, in turn, explore trajectories for using concrete digital literary texts in the foreign language classroom.
Identity Development through Study Abroad Experiences: Storied Accounts
Author: Kimura, Harumi
Date: 2019-00-00
Type: Journal Articles
Subjects: Identification (Psychology),Study Abroad,Second Language Learning,College Students,Program Effectiveness,Experiential Learning,Student Attitudes,Foreign Countries,English (Second Language),German,Italian,Cultural Awareness

This study investigated three Japanese L2 learners who joined a government-funded, short-term study abroad program in the USA during their first year of college. Four years after the program, we interviewed the learners about their overseas experiences. We also asked what they had done during their university years after the program. We then analyzed their accounts to explore participants' linguistic and personal growth during and after the program. Their stories offered important insights into what short-term study abroad programs should provide: critical experiences that participants embrace through meeting and communicating with new people in L2s for the purpose of mutual understanding. When participants perceived their experiences to be successful and valuable and felt a desire to become a more efficient L2 user, they took actions to improve their L2 skills in relation to other life goals &quot;after&quot; returning home. Furthermore, their L2 identities are likely interwoven with their current and aspiring personal identities. As such, their stories are self-development trajectories and evidence of L2-learning-mediated personal growth through social interaction. We propose that short-term study programs: (a) avoid an exclusive focus on L2 learning on-site, (b) include ample opportunities of meaningful social interaction, and (c) target first-year students.
Enjoyment as a Key to Success? Links between e-Tandem Language Learning and Tertiary Students&apos; Foreign Language Enjoyment
Author: Resnik, Pia
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Mediated Communication,English (Second Language),German,Exchange Programs,Student Attitudes,Native Speakers,Foreign Countries,Cultural Awareness,Feedback (Response),Authentic Learning,Language Usage,Intercultural Communication,Teaching Methods,Friendship,College Students,Individual Differences,Positive Attitudes,Language Proficiency,Social Media,Peer Teaching

This paper reports on crossing borders virtually via an e-Tandem scheme and presents the findings of a study, in which students of English from an Austrian university were paired with students of German from the UK and the USA. Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele &amp; MacIntyre, 2014, 2016). A category-based qualitative text analysis (Kuckartz, 2014) revealed that a majority of the interviewees felt e-Tandem language learning contributed to their FLE. Furthermore, a range of reasons underlying students' perceived enjoyment of learning a language in Tandem emerged: having authentic conversations in the target language with L1 (first language) users (Dewaele, 2018), perceiving each other as cultural mediators and a difference from language classroom contexts on the level of power relations, which made students feel more at ease. Helping each other, receiving one-on-one feedback and perceiving improvement in their linguistic mastery were furthermore mentioned as factors they felt boosted their enjoyment and so was developing friendships with L1 users. According to the interviewees, these aspects specifically increased their interest and enjoyment in using and learning the language and their eudaimonic happiness. The findings demonstrate that e-Tandem language learning can be a resource to enhance perceived enjoyment in foreign language learners at tertiary level and they illustrate that social and private components of FLE seem to be interlinked.
Crossing Borders . . . Shifting Sands: An Investigation of Chinese Students&apos; Study Experiences in the UK and China
Author: Kaur, Kashmir
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Students,Self Concept,Study Abroad,Student Attitudes,Educational Experience,English (Second Language),Second Language Learning,Language of Instruction,Asians,Student Mobility,Chinese,College Students,Educational Environment,Foreign Countries,English for Academic Purposes,Language Usage,Communities of Practice,Engineering Education

In the current landscape of higher education in the UK, international students play a key role. It is an environment in which they not only cross borders physically but also transition through various identities as they develop their professional and linguistic confidence and skills to fully access and contribute to their programme of study and beyond. The aim of this paper is to outline the results of an empirical investigation into Chinese students' perceptions of their study experiences in the context of student mobility and English-medium instruction in higher education. It reports on a study of two groups of Chinese students--one group studying in an English-speaking environment, the other in their home country where instruction is delivered through the medium of English. Semi-structured focus group interviews were conducted at each site which focused on the transition of &quot;crossing borders&quot; for educational purposes. The data was analysed using thematic analysis (Clarke &amp; Braun, 2016). The main finding was that both groups experienced remarkably similar learning issues, despite being located in very different learning environments and crossing different types of borders.
The Role of International Student Interactions in English as a Lingua Franca in L2 Acquisition, L2 Motivational Development and Intercultural Learning during Study Abroad
Author: Hessel, Gianna
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Second Language Learning,Learning Motivation,Learning Processes,Cultural Awareness,Intercultural Communication,Foreign Students,Universities,College Students,Student Attitudes,Content Analysis,Self Motivation,Role,English (Second Language),Foreign Countries,German,Native Language,Student Mobility,International Cooperation,Educational Cooperation,Educational Policy,Peer Relationship,Language Usage,Program Descriptions,Language Role

&quot;Crossing borders&quot; features prominently as a theme in study abroad, not only in terms of students' physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants' interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students' views regarding the role that &quot;lingua franca&quot; (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students' views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students' reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.
Translation and Language and Cultural Policies: The Importance of Political Cognizance in Audiovisual Translator Training
Author: Okyayuz, A. Sirin
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Audiovisual Aids,Teaching Methods,Second Languages,Language Processing,Cultural Awareness,Higher Education,Policy Formation,Curriculum Development,Public Policy,Foreign Countries,History

Policies concerning language and culture are integral to the translators' work as they are an intrinsic part of the translation process. Thus, it becomes necessary to include a good bit of what could be referred to as 'policy cognizance', which could be defined as an understanding of the policies that mold the practice spanning from historical perspectives to the present day laws and regulations, in translator training. The following study is an effort to refer to some of the subjects that may be included in an audiovisual translation course within the objective defined. It aims to exemplify and justify the integration of certain training modules that need to be included in a comprehensive training curriculum if the translator-to-be is to become policy cognizant in the field. Following an overview on the relation between state, language policy and translation, the study goes on to concentrate on suggestions for modules that can be integrated into audiovisual translation training at university level. It is penned with the hope of providing food for thought and a perspective for the translator trainer and translator-to be who wish to specialize in audiovisual translation.
Student Teachers&apos; Attitudes towards the Compulsory English Lessons at a Turkish University
Author: Gökmen, Muhammed Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Preservice Teachers,Student Attitudes,College Freshmen,Gender Differences,Negative Attitudes,Required Courses,Intellectual Disciplines

The intent of the current study is to explore teacher candidates' cognitive, affective, and behavioral attitude towards the compulsory English courses at universities and the relation of attitude with the participants' genders, studying departments, graduated high schools, goals and hours for studying English. The cross-sectional survey and correlational research design, interlaced within each other, were embraced to reach that objective. 207 volunteer freshman students were sampled at the education faculty of a state university. A partially adapted survey was wielded as a data collection instrument. Based on the results of the descriptive and inferential statistics, while a large number of the respondents aimed to pass the English course, almost half of them did not ever exert any effort to learn the English language. The participants displayed negative attitude in all attitudinal components substantiating monolithic attitudinal concept. Male students displayed more favorable dispositions than females. Teacher learners getting education at the Turkish Language Education department bore more approving attitude than the other departments. The participants graduated from general high schools unexpectedly embraced more favorable dispositions. The participants' goals and hours for studying English had very little share on their attitude. Hinged upon the results, a number of suggestions were forwarded to educators to promote approving dispositions in the language learners and teacher learners.
Teachers&apos; Opinions on the Use of L1 in EFL Classes
Author: Inal, Sevim
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Native Language,Language Usage,Language of Instruction,Language Teachers,Teacher Attitudes,Foreign Countries,College Faculty

The use of L1 in EFL classes has been a controversial topic. Therefore, this study investigates the attitudes of university teachers towards the use of L1 and seek their opinions regarding the purposes for which L1 should be used in English classes. A questionnaire of 27 items with a five-point likert-type scale was administered, followed by a face-to face semi-structured interview. Descriptive and content analysis methods were employed. The results show that the use of L1 in L2 classes has facilitating functions in L2 learning environment and teachers do not perceive L1 as a hindering factor at the early stages of English learning; they also believe that L1 should be used with low-proficiency level students when making students aware of the differences and similarities between L1 and L2, explaining new vocabulary, clarifying difficult concepts, solving disciplinary problems and teaching grammar. The teachers' overall attitude towards using L1 was found to be slightly negative in line with the results of the questionnaire yet contradicted with those of the interview. It could be concluded that judicious use of L1 is favoured by teachers.
The Alignment of Innovative Learning Environments and Inclusive Education: How Effective Is the New Learning Environment in Meeting the Needs of Special Education Learners?
Author: Page, Angela
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Environment,Educational Innovation,Inclusion,Special Education,Students with Disabilities,Student Needs,Classroom Design,Space Utilization,Interpersonal Relationship,Special Needs Students,Foreign Countries

This article examines Innovative Learning Environments (ILE's) in terms of its promise to deliver an inclusive environment. While ILE's underpinning philosophy is to be inclusive for all, it appears that inclusion serves the needs of a wider mainstream audience. The article considers the research in this area critically, with a focus on the inclusive needs of students with disabilities and asks--whose inclusive needs are best served in an ILE context? This article argues that inclusion in an ILE which addresses the needs of students with disabilities has yet to be fully realised, and that an alternative inclusive education (IE) paradigm is required that aligns itself with the new ILE pedagogical environment.
A Comparative Review of the Literature on Pakistani Science Teachers&apos; Professional Development
Author: Qureshi, Azhar M.
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Faculty Development,Teacher Competencies,Program Effectiveness,Active Learning,Knowledge Level,Beliefs,Educational Needs,Teacher Researchers,Reflective Teaching,Communities of Practice

Pakistan, like many other countries of the world, has continually been criticized for its unproductive professional development (PD) policies and practices for teachers due to low student achievement in science disciplines. A good portion of science teachers (62%) in Pakistan was found to be uncomfortable in teaching the scientific concepts (National Education Assessment System [NEAS], 2014) and PD programs are failing to address this issue. There is a need to reconstruct the operationalized knowledge of PD for Pakistan to expand the ways of knowledge creation, examination, authentication, and distribution. This also implies the need to review the current western literature on PD designs and practices to explore the ways of addressing the issues of Pakistani PD programs. With this purpose in mind, the current study set out to search the comparative understanding of science teachers' PD learning and experiences in Pakistan. The study was carried out to review the literature on science teachers' PD learning and experiences in the Western context (The US and European countries) while comparing it with the situation of Pakistani science teachers' PD practices. This seeks to address the critical questions of how to increase the effectiveness in Pakistani PD practices.
Teaching in Culturally and Linguistically Diverse Classrooms: Turkish EFL Instructors&apos; Experience
Author: Yildirim, Rana
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Cultural Differences,Foreign Countries,Language Teachers,Teacher Attitudes,Barriers,Cultural Awareness,Cultural Pluralism,Student Diversity,Self Efficacy,Teacher Competencies,Faculty Development,Self Concept,Race,Ethnicity,Teaching Methods,Culturally Relevant Education

This study investigates Turkish EFL instructors' perceptions regarding their readiness for and potential challenges that they face in classrooms with students from diverse cultural and linguistic backgrounds. Using both quantitative and qualitative methods of inquiry, data were collected by utilizing the Multicultural Teaching Competency Scale (MTCS) (Spanierman, Oh, Heppner, Neville, Mobley, Wright, Dillon, &amp; Navarro, 2011) and semi-structured interviews. The findings acquired from the scale revealed that the majority of the participating instructors perceived themselves as competent, yet further inquiry through the interviews indicated that they feel challenged while meeting the academic and linguistic needs of diverse group of students as they lack relevant formal training. The study calls for an urgent need to make provision for training programs designed to increase instructors' awareness, knowledge and skills to work effectively in culturally and linguistically diverse education contexts.
Web Site Messages of Sustainability: Visual and Written Framing of Sustainability in Christchurch Secondary Schools
Author: Straker, Jo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web Sites,Sustainability,Secondary Schools,Learner Engagement,Adolescents,Local Issues,School Activities,Pacific Islanders,Inclusion,Outdoor Education,Physical Environment,Information Dissemination,Newsletters,School Community Relationship,Environmental Education,Futures (of Society)

This research engaged with how secondary schools in Christchurch framed sustainability through web based interfaces. The key focus of the research was how schools are engaging students in sustainability through their web-site messaging. While some research has been done around whole-school approaches to sustainability, no research has been done around schools engaging students through their web-based sustainability material. This article is part of a wider project involving a series of case studies which sought to understand more about how to engage youth in sustainable practices. A qualitative case study aims to describe the topic in detail and in context (Yin, 2009). The benefit of gathering varied evidence from multiple cases, allows for cross-case comparison and greater generalisation. From these cases the team identified four key themes which underpinned sustainability: a future focus; diversity/inclusiveness; community; and environment. The findings indicated that while there was little strategic framing, a bottom-up approach which allowed staff, students and the community to initiate a range of projects was a successful model. This appears to increase the engagement and commitment in schools and allows local communities to address local problems rather than trying to adapt to a centralised or over-arching strategic plan which may be less able to respond quickly and spontaneously to local issues.