ethanporcaro/eric-fulltext-meta huggingface dataset:
Using a Novel Research Methodology to Study and Respond to Faculty and Student Experiences with COVID-19 in Real Time
Author: Morelock, John R.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,Educational Technology,Electronic Learning,College Faculty,Experience,Barriers,Undergraduate Students,Engineering Education,Faculty Development,Communities of Practice,Data Collection,Data Analysis

This paper describes the use of a novel research platform called SenseMaker® to collect and analyze real-time data in the form of participants' qualitative accounts of COVID-19 along with online learning experiences and participants' own quantitative assessments of those experiences. Participants were faculty, students, and staff in the College of Engineering at the University of Georgia during Spring 2020. Results from two waves of data collection informed real-time recommendations to College faculty and administration to address COVID-19-related challenges. Results also facilitated faculty development programming to build instructor communities of learning and support in response to the University's transition to online learning.
Code-Switched Greeting by Bilingual Saudi-American Subject: A Case Study
Author: Basabrin, Abrar
Date: 2019-03-00
Type: Journal Articles
Subjects: Code Switching (Language),Bilingualism,Arabs,North Americans,Case Studies,Toddlers,Vocabulary Development,Language Acquisition,English (Second Language),Second Language Learning,Semitic Languages,Speech Communication,Linguistic Theory,Language Processing,Psycholinguistics,Speech Acts,Pragmatics,Interpersonal Communication

This paper investigates the myth of children's monolingual brain by conducting a case study of a two-year-old Saudi-American girl, who is in the two-word stage of vocalization, by focusing on a certain speech act, viz., &quot;greeting&quot; and demonstrating how it is heavily code-switched into Arabic/English language(s) with regard to the context of the speech and the greeter/receiver of the greeting identity. The subject has been raised in an English-speaking country milieu (United States of America), while she has been used to speaking Arabic at home. In this regard, the paper highlights the aim of the encoded usage of code-switching utterances in term of addressing the monolingual brain hypothesis. This qualitative study is based on open observations of two continues months of a toddler as the participant of this study aiming at exploring whether children's greeting differ from those of adults and whether this greeting differs between two languages with regard to monolingual brain hypotheses. So far, the study concluded that greeting has never been mixed upon context, though utterances are code-switched. Moreover, the greeting process is comprehended and acquired within the language context as a pragmatic speech act regarding greeter's identity, context, and gender. Findings of this study significantly support the cognitive approach in term of greeting via using a high frequent greeting word among the American culture. As would cognitive linguists suggest, greeting speech act response varies regarding how greeters of each community greet the subject, but not how they greet each other's in a community. Therefore, surprisingly the two-year-old subject perceptually recognizes the fact of receiving two different languages regardless to the monolingual hypothesis.
Acknowledgement Structure in Persian and English Theses and Dissertations: A Contrastive Genre Analysis
Author: Zare-ee, Abbas
Date: 2019-03-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Computational Linguistics,English,Indo European Languages,Doctoral Dissertations,Writing (Composition),Graduate Students,Native Language,Text Structure,Applied Linguistics,Engineering,Business Administration,Content Analysis,Biochemistry,Biotechnology,Computer Science,Teaching Methods,Doctoral Students

Acknowledgement appears at the forefront of the high-stakes academic genre of thesis/dissertation writing. Previous research shows the generic structure of acknowledgements written by native Persian postgraduate students contains a 'thanking-God move', absent in native English speakers' acknowledgements. In an approximate replication of Hyland's (2004) study of the generic structure of acknowledgments, we aimed to verify the occurrence, frequency, and variation of moves and steps in three small corpora of acknowledgments from six disciplines (applied linguistics, business management, computer science, electrical engineering, microbial biotechnology, &amp; biochemistry). Each corpus contained 200 sample acknowledgements written in Persian or English. The authors were native Persian speakers and native English speakers. Fifty acknowledgements (100-400 words) were randomly selected from each corpus and analyzed using Hyland's model. Two coders carefully, content-analyzed, and coded the acknowledgments. Then the data were analyzed using descriptive and inferential statistics. The results confirmed findings of previous research indicating that acknowledgements written by native Persian speakers (in Persian &amp; in English) contain all the moves and steps defined by Hyland plus a new step called 'thanking-God' step. The use of this step was significantly different across Persian and English (84% in English &amp; 100% in Persian; X[superscript 2] = 1.63, p[less than or equal to] 0.05) and across writers (84% Persian &amp; 34% English; X[superscript 2] = 28.17, p[less than or equal to] 0.05). 'Accepting responsibility' and 'dedicating the thesis' were used least frequently by all writers, while 'thanking move' and 'reflecting move' were used most frequently. Pedagogical and conceptual implications are discussed.
A Cognitive Semantic Analysis of Meaning Interrelationship
Author: Aajami, Raghad Fahmi
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Semantics,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Psycholinguistics,Linguistic Theory,Undergraduate Students,Teaching Methods,Pretests Posttests,Comparative Analysis

Expanding the English vocabulary for Iraqi second language (L2) learners is a challenging task. In the present work, Langacker's cognitive linguistic theory of domains (1987) is adopted to provide a new sight into vocabulary learning, and to expand the vocabulary repertoire of Iraqi students. This paper aims at testing the validity of expanding the English vocabulary of L2 Iraqi learners throughout the theory of domains. It also tries to find how can domains theory increase the package of vocabulary for L2 learners. Accordingly, an experimental study is to be conducted on forty-six college students of second-year level from, University of Baghdad, Iraq. The data of the pre-test and post-test were analyzed using the Statistical Package for Social Sciences (SPSS) l editor. Results have shown the following: First, the progress of more than (0.05[less than or equal to]) has been detected as far as students' understanding of the semantic domains of the lexical concepts. Second, the main source of difficulty regarding vocabulary acquisition has been treated throughout Langacker's theory. Third, the domains theory has proven its effectiveness in accurately comprehending the semantic domains of the English lexical concepts.
An Attempt at Promoting Undergraduate Sudanese EFL Students&apos; Performance in Academic Writing Skills
Author: Mudawy, Ammar Mohammed Ahmed
Date: 2019-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Countries,English (Second Language),Second Language Learning,College Students,College Faculty,Writing Achievement,Pretests Posttests,Teacher Attitudes,Teaching Methods,Writing Skills

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students' performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninety percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students' performances in writing, integration of reading and writing skills in the classroom improves students' writing skills, as well as encouraging extensive reading outside the classroom promotes students' performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process. [Note: The page numbers (218, 119-130) shown on the PDF are incorrect. The correct page range for this article is p218-230.]
An EFL Teacher Education Programme: Issues and Concerns from a Yemeni University
Author: Al-Jaro, Morshed Salim
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Educational Change,Student Teacher Attitudes,Undergraduate Students,Lesson Plans,Educational Benefits,Program Evaluation

Teacher education programmes (TEPs) promote unique experiences that involve a deep understanding of teaching needs, advanced strategies, preparation and training at universities or schools. The main objective of this study is to investigate the English teacher education programme (ETEP) in order to reform and develop current teaching practices in a rapidly developing area of research. The present study aims to look at three main areas which include the university preparation strategy, classroom teaching and supervisory support of an ETEP in Yemen. The data were collected through a questionnaire emailed to all the fourth-year student teachers of the English Department, Faculty of Education, at a public university in Yemen. The results reveal several issues concerning university courses, pedagogical practices, planning lessons, methodologies, and approaches. They disclose some inconsistencies between the proposed strategies at the university and the actual classroom implementation. The results also indicate that the present teaching duration is insufficient to realize the real benefits of the program for sustainable growth. The study provides some recommendations for student teachers, teachers, supervisors, curriculum designers, and policymakers.
Effect of Project-Based Learning Using E-Poster on Indonesian EFL Students&apos; Speaking Ability across Personality Types
Author: Winasih, Wulan Wuryantari
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Student Projects,Active Learning,Secondary School Students,Comparative Analysis,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Pretests Posttests,Barriers,Information Technology,Oral Language,Technology Uses in Education,Educational Technology,Personality Traits,Instructional Effectiveness,Speech Communication

Preparing students to compete and face any challenges of the rapid changes of globalization is a responsibility of any form of education. Students' success in today's learning lies on their ability to utilize technology as the heart of globalizationas well as to communicate in English effectively within a variety of purposes. Project-based learning, as one of the technology-based activities, is believed to be an effective method to facilitate the use of technology and oral communication skill in English as a foreign language (EFL) classroom. This article investigates whether there is a significant difference in students' speaking ability between students taught through PBL using e-poster and those taught through conventional method. It also determines whether there is a significant difference in students speaking ability between extrovert and introvert students taught through PBL using e-poster. Sixty-one Indonesian secondary level students from two intact classes were involved and assigned randomly into experimental and control groups. The quantitative data were collected through pre-test and post-test from both groups. Analysis of the first result revealed that students who were taught through PBL using E-poster significantly outperformed those who were taught through a conventional method. Conversely, the second result showed that students' personality types (extrovert and introvert) did not affect their speaking achievement.
Conversing in L2 English with Saudi Arabic (L1) Children at Home
Author: Mansory, Mazen
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Language Usage,Semitic Languages,English (Second Language),Family Environment,Parent Attitudes,Bilingualism,Language Proficiency,Language Maintenance,Identification (Psychology),Educational Environment,Second Language Learning

This qualitatively based research study aims at critically examining the linguistic practises of a particular group of Saudi parents who chose to use the host country's language (English L2) instead of the mother tongue (Arabic L1) with their children. Specifically, the study aims at answering two research questions: Why Saudi do parents chose to speak English to their child/children? And What are the effects of mostly speaking English on the children and their home language: Arabic? A total of ten participating parents took part in this research study where semi structured interviews were utilised to gather the primary data. Thematic analysis of the data revealed three main emerging themes and six subthemes. The findings from the data analysis revealed that Saudi parents speak English with their children so as to allow them the opportunity to be bilingual and linguistically (English -- L2) proficient as well as the fact that those parents were pleased to see their children speak English with a British accent. Also, the analysis revealed that that children of Saudi parents speaking English only has led to the weakening and loss of their Arabic L1 language. The study concludes that parents should provide a linguistic balance for their bilingual children in order to preserve the native language. Additionally, the study recommends that further parallel research studies with bilingual children of various L1(s), are conducted.
English-Algerian Arabic Code-Switching in EFL Classroom: Case of EFL Teachers and Students in the Department of English at Tlemcen University, Algeria
Author: Adder, Fatima Zohra
Date: 2020-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Semitic Languages,French,Native Language,Language Teachers,Negative Attitudes,College Freshmen,Language Proficiency,Code Switching (Language),Foreign Countries

The main aim of the present paper is to provide an in-depth look at the relationship between English and Algerian Arabic (L1) in an EFL classroom in the department of English at Tlemcen University, Algeria. In this regard, the researchers try to determine the reasons and functions behind the use of Code-Switching among EFL teachers and students of English to Algerian Arabic. To conduct this research work, the researchers collected data through an interview that was conducted with 16 teachers of Comprehension and Oral Expression, Literature, and Civilization in the Department of English at Tlemcen University in Algeria, and supported by a classroom observation of students with the same teachers. Findings revealed that the use of Algerian Arabic is inevitable. Teachers' responses exhibit negative attitudes towards English-Algerian Arabic code-switching in class, but they do not deny its integration as a pedagogical necessity to explain difficult words and expressions that are hard to be grasped in the target language. The results also showed that teachers peacefully attempt to get their students accustomed to lectures delivered in English solely by avoiding translation and applying the direct method of TEFL. Furthermore, they declare that infrequent use of AA is beneficial to foster students' academic achievements and language skills development.
Inculcating Learners&apos; Listening Motivation in English Language Teaching: A Case Study of British Education and Training System
Author: Ajmal, Muhammad
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,English (Second Language),Second Language Instruction,Interaction,Listening Skills,Language Skills,Speech Communication,Correlation,Metacognition

Motivation plays a significant and crucial role in ELT and it boosts up the level of aplomb and interaction during learning English language. It creates sense of respect inside learners and makes them on the right direction. This research attempted to identify the impact of motivation on listening skills of students enrolled in English Language Course at British Education and Training System (BETS) Lahore, Pakistan during January to February, 2020. The learners for this class look forward to hone their speaking skills by listening as much as they can. The results show that there is a positive correlation between listening strategy instruction and motivation. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 36 participants (control group, n=20; experiment group, n=16) were analyzed using a mixed-effects regression and paired t-test to determine differences after a four-week treatment period. The results revealed that the participants' motivation level in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.
Incorporating Professional Initiatives in EFL Classrooms: A Way to Treat Pedagogical Solitude
Author: Zaghar, El-Alia Wafaâ
Date: 2019-03-00
Type: Journal Articles
Subjects: College Freshmen,English (Second Language),Second Language Learning,Writing Instruction,Writing Improvement,Writing Strategies,Classroom Techniques,Portfolios (Background Materials),Critical Incidents Method,Writing Teachers,Faculty Development,Foreign Countries

In this climate of the expansion of globalization, in today's classrooms, encouraging student investment in writing is paramount. Due to the complicatedness of this skill, many teachers find it difficult to make their learners aware of the divergent phases of writing so they produce better compositions. Thus, the professionalism of teachers is inevitably essential in shaping the learners' writing ability (assisting students as they develop a piece of writing, and boosting their engagement with writing), and learners can achieve successful learning outcomes if they grasp how best to improve their work. To make language learning more effective, there is a need for pursuing professional growth and providing conditions where teachers cooperate to attain higher levels of learning among their students. Indeed, professional development for a teacher is about acquiring new skills, creating a potent learning atmosphere, surmounting the barriers, rectifying the failures and moving forward. It provides ongoing opportunities for educators to continue to identify teaching/learning problems, develop solutions, raise their performance, address students' needs and up their achievements. The present paper sets out to take a closer look at how teachers work with writing among the first year English as foreign language (EFL) students. It tends to offer an instruction based on a set of professional development methods that provide practitioners with several avenues to implement them in classroom practice. To this end, findings of the research indicate that the proposed strategies can lead to a virtuous bond between the teaching/learning process of written expression that may generate beneficial knowledge, valuable teaching, and constructive learning results.
Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners
Author: Alrasheedi, Saleh
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Psychological Patterns,Learning Strategies,Language Skills,Barriers,Speech Communication,Speech Skills,College Students,Shyness,Anxiety,Peer Influence,Vocabulary,Experience,Student Motivation,Familiarity,Self Esteem,Teaching Methods

Equal focus needs be placed on teaching all four basic skills of language learning: reading, writing, listening, and speaking. However, it is observed that due attention is not devoted to developing speaking skills in Saudi EFL learners; this task is especially challenging as English is not widely used or spoken in their day-to-day communication. The current study aims to investigate the psychological factors which affect learners' speaking performance by: (1) examining the strategies learners use for developing speaking skills; (2) identifying obstacles confronted by learners in developing speaking skills; and (3) suggesting ways to facilitate the acquisition of English speaking skills. The research seeks answers to these questions: (1) What are some psychological factors affecting speaking skills of students?; and (2) Why do learners find speaking in English so difficult? I distributed a questionnaire among 200 female and male participants majoring in various fields at Majmaah university in Saudi Arabia. I employed SPSS to analyze the accumulated data and displayed the results in descriptive tables. The results reveal that affective factors impacting students' performance in speaking skills are shyness, peer pressure, anxiety, and fear of making mistakes. Other factors that hinder speaking performance are paucity of necessary vocabulary, lack of exposure to the target language, and scarce opportunities to practice speaking outside the classroom. The study contributes to the existing English language learning (ELL) literature through its focus on the affective factors impacting speaking performance in Arabic-speaking EFL learners.