ethanporcaro/eric-fulltext-meta huggingface dataset:
The E-Pet: Enhancing Motivation in E-Portfolios
Author: Tuksinvarajarn, Ananya
Date: 2009-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Student Projects,Portfolio Assessment,Foreign Countries,English for Academic Purposes,Teaching Methods,Computer Uses in Education,Student Motivation,Evaluation Methods,Student Participation,English (Second Language),Second Language Instruction,Undergraduate Students,Educational Technology

Portfolios are popular in language teaching, both as a learning tool and a process-oriented assessment instrument. They require the compilation of student projects, performances, and other assignments over a semester or school year to record the growth of learning. When portfolios are used for evaluation, they are called an alternative assessment because the teacher assesses progress through the collection of student work, as opposed to basing student achievement only on scores from paper and pencil tests. Any teaching method, including portfolio-based instruction, will not be fully successful if students are not engaged in the process. This was the situation at Thailand's King Mongkut's University of Technology Thonburi, where many undergraduate students of science and engineering saw their English classes as barely relevant and a burden. Most students were more concerned with passing the course than with learning and therefore did only the minimum work required to get a reasonable grade instead of devoting themselves to improving their English. This was in spite of the fact that their English for Academic Purposes (EAP) courses utilized paper-based portfolios, allowed students to choose learning tasks and materials from the self-access center and the Internet, and encouraged them to reflect on their learning. Unfortunately, this reflection on learning was often scanty, and portfolios were submitted with uncompleted tasks and entries copied from other students. Clearly, the students were unmotivated, and the use of portfolios had little beneficial effect. In an attempt to improve the situation, the authors introduced an electronic portfolio (e-portfolio) project. While traditional portfolios are paper-based, the relatively recent inclusion of computers in education has led to the development of e-portfolios, where the coursework is typically assigned, accessed, completed, evaluated, and stored on a computer or website. In this article, the authors describe and evaluate this e-portfolio project and look specifically at the &quot;e-pet,&quot; a special feature that keeps students motivated. (Contains 1 table.)
Toward a Framework for Self-Regulated Language-Learning
Author: Nakata, Yoshiyuki
Date: 2010-00-00
Type: Journal Articles
Subjects: Motivation Techniques,Student Motivation,English (Second Language),Second Language Learning,Teaching Methods,Secondary Education,Learning Activities,Second Language Instruction,Metacognition,Needs Assessment,Learning Experience,Guidelines

English is a compulsory subject in many secondary EFL classrooms; thus the questions that arise for teachers are how to motivate learners in general and how to help them come to appreciate the value of English learning activities in particular. This article is based on the premise that learners benefit not only from becoming intrinsically motivated in what they do, but also when they feel responsible for, and autonomous in, their own learning. These processes involve the notion of self-regulated learning. The purpose of this article is to explore how intrinsic motivation and self-regulated learning relate to each other at a theoretical level and to suggest a three-stage framework for the encouragement of self-regulated learning. The author suggests that the Needs Analysis can be an apt means of inquiring into learners' previous language learning experiences and their preparedness for self-regulated language learning. (Contains 1 figure and 1 table.)
Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher's Choices
Author: Kennedy, Sara
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,English (Second Language),Second Language Learning,Language Teachers,Second Language Instruction,Language Proficiency,Individual Differences,Databases,Classroom Communication,Teacher Role,Computational Linguistics

This study investigates how one English-as-a-second-language (ESL) teacher provided corrective feedback to 15 child ESL learners that the teacher had divided into two groups based on proficiency level. Classroom data in transcripts from the CHILDES database were analyzed for type of learner errors, type of teacher feedback, and rate of learner uptake (attempts at correction) and repair (correction). Results showed differences in the types of errors produced by each proficiency group and in the type of feedback the teacher provided to each proficiency group, demonstrating provision of finely tuned corrective feedback based on learners' individual differences. (Contains 3 figures, 5 tables, and 3 notes.)
Reflections on Teaching Referencing: What Four Case Studies Can Tell Us about Developing Effective Teaching Strategies
Author: Hyland, Theresa
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Effectiveness,Individual Differences,Case Studies,Teaching Methods,Essays,Interviews,Linguistic Input,Guidelines,Writing Instruction

Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one-size-fits-all formula for researching and teaching referencing do not consider individual differences in students' development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada's (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences. (Contains 1 table.)
Pronunciation Pegs
Author: Samuel, Carolyn
Date: 2010-00-00
Type: Journal Articles
Subjects: Cultural Differences,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Pronunciation,Metacognition,Pronunciation Instruction,Cognitive Style,Teaching Methods,Drills (Practice),Interference (Language),Phonology

An ESL instructor describes her experience of using pronunciation pegs, a method to foster the self-monitoring and self-correction of pronunciation mistakes with a view to helping university-level students deal with the ongoing challenge of producing target-like pronunciation. The appeal of pegs to students led the instructor to reflect on what makes adopting target pronunciation problematic, how pegs can be adapted to various learning styles, and how cultural differences can have an effect on the appreciation of pegs. Finally, the instructor sought a theoretical explanation for how pegs worked and found this in anchoring and covert rehearsal. (Contains 1 figure and 1 table.)
Locally Developed Oral Skills Evaluation in ESL/EFL Classrooms: A Checklist for Developing Meaningful Assessment Procedures
Author: Ishii, David N.
Date: 2003-00-00
Type: Journal Articles
Subjects: Check Lists,Course Objectives,Evaluation Methods,English (Second Language),Second Language Learning,Second Language Instruction,Oral Language,Student Evaluation,Validity,Teacher Student Relationship,Test Construction,Student Responsibility

This article explores how teachers, students, and other stakeholders collaboratively develop classroom-based assessment procedures for the evaluation of oral skills. By considering crucial issues in assessment such as validity, teacher-learner collaboration, and contextual factors, the authors provide a checklist that will help ESL/EFL teachers develop meaningful assessment procedures for their own classrooms. The checklist addresses 16 questions worth considering in five test-developing stages: (a) identification of course objectives; (b) identification of skills, strategies, tasks, and content; (c) design of rating procedures; (d) interpretation of learner performance; and (e) reflection on the impact of the assessment procedure. In all the stages the authors emphasize the significance of involving students in the assessment process, which promotes students' responsibility for their own learning.(Contains 1 figure and 3 notes.)
Giving Students a Fighting Chance: Pragmatics in the Language Classroom
Author: McLean, Terrence
Date: 2004-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,Consciousness Raising,Task Analysis,Metalinguistics,Advanced Students,Foreign Countries,Discussion,Teaching Methods,English (Second Language),Graduate Students,Mandarin Chinese,Native Speakers,Transfer of Training

In order to give language learners a fighting chance outside the classroom, teachers must provide them with consciousness-raising opportunities for developing pragmatic awareness. By attending to pragmatic factors in second-language (L2) situations, student will be better able to make informed choices in negotiating effective communication. This article examines the potential use of the pragmatic discourse completion task (DCT) as a springboard for discussion in the L2 classroom. A description of a DCT used in a study involving advanced L2 learners at the University of Alberta (Ranta, 2002) is provided. The author also provides suggestions for developing students' pragmatic awareness.
Selecting and Using Computer-Based Language Tests (CBLTs) to Assess Language Proficiency: Guidelines for Educators
Author: MacDonald, Kim
Date: 2004-00-00
Type: Journal Articles
Subjects: Language Tests,Guidelines,Language Proficiency,Computer Assisted Testing,Second Language Learning,Second Language Instruction,Educational Objectives,Evaluation Criteria

With the growing demand for and use of computer-based language tests (CBLTs) comes the need for clear guidelines to help educators as they attempt to select appropriate tests to assess their students with respect to their second- and foreign-language (L2/FL) teaching-learning goals. The purpose of this article is to provide guidelines to educators who are seeking appropriate CBLTs to assess language proficiency in the classroom. We begin with an introduction that includes a brief word about our intended audience, our rationale for creating this set of guidelines, and the development procedure used. We continue with a discussion of some relevant assessment criteria and conclude with a few summary remarks. Finally, we present a "CBLT Selection and Use: Guidelines Summary Table" composed of questions to ask and an accompanying checklist. (Contains 1 note.)
Integrating New Technologies into Language Teaching: Two Activities for an EAP Classroom
Author: Ramachandran, Subhadra
Date: 2004-00-00
Type: Journal Articles
Subjects: Writing Skills,Literacy,Reading Instruction,English for Academic Purposes,Second Language Learning,Second Language Instruction,Technology Integration,Assignments,Teaching Methods,Course Content,Class Activities,Internet

In its position statement, the International Reading Association states that technology needs to be an integral part of literacy instruction. This article describes two ways of integrating technology into an EAP curriculum that focuses on building students' reading and writing skills. In essence, the goal of the article is to demonstrate that teachers can quite easily integrate the existing content with assignments and activities that involve the use of technology without necessarily adding new pieces to the curriculum. (Contains 5 notes.)
Folklore, Literature, Ethnography, and Second-Language Acquisition: Teaching Culture in the ESL Classroom
Author: Gholson, Rachel
Date: 2005-00-00
Type: Journal Articles
Subjects: Folk Culture,Cultural Awareness,Ethnography,North Americans,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Literature

Recognizing that to learn about culture will aid the new Canadian in attaining cultural awareness, this article argues that it is imperative to develop strategies for teaching about culture. Using folklore as a critical methodology in the ESL classroom is such a strategy. Because folklore is an intrinsic part of everyday life, its use promotes and enables cross-cultural understandings and the understandings of North American cultures. Moreover, through the use of folklore, students and instructors come to recognize that their expectations are mutable or living elements of culture. (Contains 12 notes.)
Prejudice in the ESL Classroom
Author: Stuart, Janie
Date: 2005-00-00
Type: Journal Articles
Subjects: Class Activities,Learning Activities,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Racial Bias,Social Bias,Language Teachers,Interviews,Teacher Attitudes,Student Diversity,Films,Gender Bias

This article about issues and strategies looks at the need for teachers to recognize prejudice among students in Canadian ESL classrooms. The author notes the lack of information on this topic in TESL courses and publications. A sampling of responses from ESL teachers interviewed about the issues is included and serves to highlight the need for more training and other forms of assistance. Finally, a collection of classroom activities is presented as ideas to encourage learners to honor diversity.
Creative EFL Writing as a Means of Intensifying English Writing Skill Acquisition: A Ukrainian Experience
Author: Tarnopolsky, Oleg
Date: 2005-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Creative Writing,Writing Skills,Language Skills,Writing Instruction,Second Language Learning,Second Language Instruction,Writing Processes,Translation,College Students,Criticism,Writing Evaluation,Student Motivation,Teaching Methods,Peer Evaluation,Foreign Countries

This article describes a classroom technique for improving the writing skills of EFL university students who have chosen English as their major for pursuing future careers as translators from and into English. The technique in question, designed for a creative writing course aimed at such students, was based on: (a) the combination of process and genre approaches to teaching writing; (b) paying special attention to students' development of the skills of description, narration, and discussion in creative writing; (c) development the skills of commenting and critique; (d) emphasizing peer-reviewing, peer-commenting, and peer-evaluating students' written works in the course; (e) and ensuring learners' autonomy in writing by introducing free-choice writing. This technique allowed students to achieve dramatic improvement in their writing skills. The article describes how its introduction not only intensifies students' development, but also generates positive motivation for writing in English as a foreign language. (Contains 1 note.)
Our Responsibilities as Antiracist Educators
Author: Fleming, Douglas
Date: 2005-00-00
Type: Journal Articles
Subjects: Racial Bias,Foreign Countries,Immigrants,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Student Relationship,Disadvantaged,Gender Bias,Teacher Attitudes,Teacher Role

Sandra Kouritzin's &quot;Word from the Editor&quot; in the last issue of this journal is a refreshingly heartfelt and honest appraisal of her own take on the subject positions second-language educators occupy in terms of class, race, or gender. In their relatively privileged profession, second-language educators have ambiguous relationships with their learners, who more often than not hold disadvantaged positions in the society as recent immigrants. Like many in their profession, the author struggles with the same questions. British-based culture, from which his own heritage draws, has been especially privileged in Canada. He has also been guilty of racist and sexist thought and conduct, much to his shame and consternation. However, like many of them in the profession, the author has actively engaged in antiracist work both in and out of the classroom. In his own work, he is very much aware of his role as an ESL teacher in relationship to the nation state to which he belongs. His students will become Canadian citizens, and like others in their profession the author has an important role in their progress toward this goal.
Alphabet Blocks: Expanding Conceptions of Language with/in Poetry
Author: Leggo, Carl
Date: 2005-00-00
Type: Journal Articles
Subjects: Epistemology,Poetry,Alphabets,Language Teachers,Writing (Composition),Literary Genres,Creativity,Teaching Methods,Writing Instruction,Self Concept

As a poet and language educator, I invite and encourage writers to take risks in their writing, to engage innovatively with a wide range of genres, to push boundaries in order to explore creatively how language and discourse are never ossified, but always organic; how language use is integrally and inextricably connected to knowledge, identity, subjectivity, and being in the world. I invite writers, whether English is a first language or an additional language, to know themselves in poetry, to know themselves as poets. We live in a contemporary culture that mostly ignores poetry. This is unfortunate because poetry invites alternative ways of knowing and being and becoming. I encourage all writers to write poetry, because poetry is a capacious genre that opens up endless possibilities for expression and communication. In this essay I offer a series of poems about language, discourse, epistemology, and pedagogy. I hope these poems will invite language educators and scholars from diverse perspectives and experiences to consider how writing poetry stimulates the imagination and inspires the heart to ask questions about our lives and the world we live in.
Can We Escape the Program? Inventing Possible-Impossible Futures in/for Australian Educational Research
Author: Gough, Noel
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Science Fiction,Influence of Technology,Systems Approach,Educational Change,Educational Trends,Futures (of Society),Epistemology,Educational History,Educational Environment,Educational Principles,Educational Philosophy

This essay brings together two lines of inquiry. Firstly, I revisit research on futures in education conducted during the 1980s and re-examine some of the propositions and principles that this research generated about &quot;the future&quot; as an object of inquiry in education. Secondly, I argue that the language of complexity invites us to rethink education in terms of emergence, and potentially destabilises the instrumentalist rationality that &quot;programs&quot; educational systems to privilege orderly and predictable processes culminating in stable output, a potentiality that may be undermined by a pervasive politics of complexity reduction. I conclude by drawing upon these two lines of inquiry to outline some strategies that might resist complexity reduction and catalyse emergence in Australian educational research as preconditions for inventing possible-impossible futures. (Contains 23 endnotes.)
Knowledge, the Future, and Education(al) Research: A New-Millennial Challenge
Author: Green, Bill
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Educational Sociology,Social Sciences,Influence of Technology,Educational Change,Educational Trends,Futures (of Society),Intellectual Disciplines,Epistemology,Educational Theories,Teacher Education,Curriculum Design,Theory Practice Relationship,Educational History,Educational Environment,Politics of Education,Educational Principles,Educational Philosophy,National Curriculum

Education &quot;is&quot; changing, as is knowledge more generally, to a significant degree energised by what has been described as the digital revolution. This has been widely discussed with references to notions such as globalisation, the New Media Age, open access, and the Network Society. Something definitely to be considered is what this could mean for the future of Education itself, as a distinctive disciplinary field--a &quot;research&quot; field. What is its distinctive knowledge project? How to think about its own knowledge-generating practice, something that is all the more complicated given that working with knowledge is at the very heart of the educational endeavour. It is appropriate at this point, too, to look to the larger history of the field, bearing in mind that it is essentially a twentieth-century phenomenon, at least in terms of its consolidation and formalisation. That history might be characterised overall as the becoming-science of Education, with a close relationship forged with Psychology and a growing focus on measurement, consistent with its epistemological and methodological location within the new disciplinary formation of the social sciences. Even now, a decade into a new century, and indeed a new Millennium, the will to science is powerful and persistent. How educational theory and practice responds to the digital challenge can be linked in interesting ways to the imagining of new and different alliances and trajectories. In this article, the author endeavours to open up the question of knowledge for renewed scrutiny and debate. This is partly in specific response to recent work in educational sociology seeking to develop a new understanding of the nature and role of knowledge in education and society. (Contains 8 endnotes.)