ethanporcaro/eric-fulltext-meta huggingface dataset:
Revision-Mediated and Attention-Mediated Feedback: Effects on EFL Learners&apos; Written Syntactic Accuracy
Author: Soltanpour, Fatemeh
Date: 2018-08-00
Type: Journal Articles
Subjects: Revision (Written Composition),Writing Skills,Accuracy,Syntax,Feedback (Response),Error Patterns,English (Second Language),Second Language Learning,Essays,Attention,Foreign Countries

Based on the literature, revision requirement (i.e., when students rewrite their whole text based on the teacher feedback) can perhaps be a necessary intermediate step towards the development of written accuracy because learners have more time to think about and process the corrections; however, some state drawing learner's attention can be achieved by asking them to take time to look over the received feedback and carefully examine their errors. This quantitative quasiexperimental study, which followed a pretest-treatment-posttest-delayed posttest design, investigated the effects of revision mediation versus attention mediation on EFL learners' syntactic accuracy of their argumentative essays. 83 Iranian EFL learners, studying at upper-intermediate level were assigned to three groups: comprehensive direct corrective feedback plus a revision requirement (DCF/+R), comprehensive DCF plus a time to pay careful attention to and study the errors and received feedback (DCF/+S) and the control group that received the comprehensive DCF without any extra assignment (DCF/-R,-S). Each group received three sessions of treatment. The existence of any statistically significant differences among the three groups with regard to each received treatment was investigated both in the short and long term. It was found that both revision requirement (DCF/+R) and careful attention requirement (DCF/+S) significantly outperformed the group that only received the feedback. Nevertheless, it was also proved that the group that was required to pay careful attention to and study the feedback (DCF/+S) significantly outperformed the one that experienced the revision requirement (DCF/+R). Discussion focuses on the importance of two levels of awareness: noticing and understanding.
A Comparison of Subject Matter Experts&apos; Perceptions and Job Analysis Surveys
Author: Wyse, Adam E.
Date: 2018-09-00
Type: Journal Articles
Subjects: Comparative Analysis,Expertise,Attitudes,Job Analysis,Surveys,Course Content,Task Analysis,Measures (Individuals)

Two common approaches for performing job analysis in credentialing programs are committee-based methods, which rely solely on subject matter experts' judgments, and task inventory surveys. This study evaluates how well subject matter experts' perceptions coincide with task inventory survey results for three credentialing programs. Results suggest that subject matter expert ratings differ in systematic ways from task inventory survey results and that task lists generated based solely on subject matter experts' intuitions generally lead to narrower task lists. Results also indicated that there can be key differences for procedures and non-procedures, with subject matter experts' judgments often tending to exhibit lower agreement levels with task inventory survey results for procedures than for non-procedures. We recommend that organizations performing job analyses think very carefully before relying solely on subject matter experts' judgments as their primary method of job analysis.
Allegory Encourages Self-Reflection and Multi-Cultural Understanding in a College Communications Course
Author: Murray Bettina P.
Date: 2018-08-00
Type: Journal Articles
Subjects: Cultural Awareness,Urban Areas,College Students,Student Diversity,Writing Instruction,Generalization,Figurative Language,Classification,Cultural Differences,Values,Cultural Background,Asian American Students,Hispanic American Students,Trust (Psychology),North Americans,Student Attitudes,Quality of Life,Ethics,Intimacy,Self Concept,Intellectual Development,Literary Devices,Teaching Methods,Narration,Student Characteristics,Communications,Immigrants,Introductory Courses,Ethnic Groups

Urban college students (n=179) from diverse cultural backgrounds and regions received instruction in the writing of short narratives, or allegories, to express generalizations about human behavior. At the beginning of the three-month semester students were given samples of allegories concluding with a lesson and then were asked to create an original allegory. These original narratives were analyzed and their conclusions categorized. Students' allegories expressed diverse cultural values although there were cross-cultural similarities. Findings indicated Asian students expressed significant interest in attaining wisdom and a balanced life over time. Latinx emphasized attaining self-respect, love, loyalty and fair treatment. Eastern Europeans were concerned over breaking a trust. Being deceived by appearances was a mutual concern for North Americans, Latinx and Europeans. At the semester's end a survey of student reactions indicated students gained increased cultural understanding from sharing their work. Implications are that allegory may be used as a literary device to achieve self-reflection and understanding of other cultures.
French Science Students Reading in a Foreign Language: Constraint or Pleasure?
Author: Décuré, Nicole
Date: 2018-08-00
Type: Journal Articles
Subjects: French,English (Second Language),Second Language Learning,Reading Habits,Science Education,Native Language,Student Attitudes,College Students,Comparative Analysis,Incidental Learning,Reading Programs,Reading Fluency,Foreign Countries,Mathematics Education,Literary Genres,Recreational Reading

French science students do not read much in English. Does this reflect their reading habits in their native language? A study in the form of online questionnaires was conducted at Toulouse university which compared their reading habits in French and in English. A further study examined the way one particular group of students conducted their prescribed reading task in English. Finally, a questionnaire was used to assess their reading in English after university. The results show that these students do a fair amount of reading in French and therefore can and should be encouraged to read in English. Extensive reading programmes proved useful at the incidental learning, fluency and enjoyment levels.
An Analysis of English Language Theories: A Case Study
Author: Alkhaldi, Ali Ata
Date: 2018-08-00
Type: Journal Articles
Subjects: Case Studies,Linguistic Theory,Instructional Materials,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Check Lists,High School Students,Student Role,Critical Thinking,Creative Thinking,Linguistic Input,Teaching Methods,Written Language,Oral Language,Theory Practice Relationship,Instructional Material Evaluation,Faculty Development,Learning Processes,Language Teachers,Content Analysis

Language is implicated in daily lives, and there are a large and open-ended number of activities (Cook, 2003), which involve language theories (Alkhaldi, 2011). This research analyses the language theories which are involved in the activities of Jordanian language materials. The researchers have chosen a sample from language materials used to teach English at Jordanian public high schools since 2015. An analysis checklist has been adapted and used, focusing on the analysis of language theories. The findings show that the students' role is responsive rather than proactive. The dominant source of content is the materials, and the teachers' role is overlooked in providing useful language content. Furthermore, the mental operations have not been taken to the deepest level to promote students' creative and critical thinking skills. The findings also reveal that the materials have a sentence-based content, that is, the content provided as input to learners and content expected as output from the learners comprise individual words, phrases and sentences, and there are few opportunities for extended written and oral discourse. Consequently, it is recommended that teachers, researchers and materials developers should take into consideration such challenging findings to bridge the gap between theory and practice and to develop language materials effectively. In other words, the materials should continuously be analysed, evaluated, and developed in a systematic and rigorous way to have insights into the materials and the process of analysis for professional development purposes, and to help students improve their language learning process.
The Most Suitable Scoring Method to Assess Essay Writing in ESL Classrooms
Author: Veloo, Arsaythamby
Date: 2018-08-00
Type: Journal Articles
Subjects: Scoring,Essays,Writing Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language of Instruction,Indonesian Languages,Grammar,Teacher Attitudes,Preferences,Secondary School Students,Language Teachers,Writing Instruction,Holistic Approach

The Malaysian Education Act in 1996 states that the national language which is the Malay language becomes the main medium of instruction in educational institutions and English is accorded the status of a second language. In Malaysian schools, teachers are given the freedom to use their own teaching and assessment methods in assessing their students' writing. However, majority of the English as a Second Language (ESL) teachers use a scoring method adapted from the Malaysian Examination to assess their students' writing. For the Malaysian Certificate of Education (SPM) English Language 1119 subject, students are required to write an essay of more than 350 words and they must be eloquent in their writing style with flawless grammatical errors to obtain the highest score for the subject. The purpose of this study was to explore the ESL teachers' preference towards the most suitable scoring method to assess essay writing in the classrooms. The study used qualitative approach which involved 25 grade 10 ESL teachers at 12 secondary schools in one of the states in Malaysia. The teachers in this study were trained on how to use the three types of scoring method to examine the students' continuous essay writing based on the three types of scoring methods namely Holistic, Analytical and Primary Traits. After the training, a few teachers were selected to be interviewed to get their perspectives of the three scoring methods used for classroom-based assessment. The research involved multiple data collection methods: verbal protocol, documents in the form of students' essays and interviews with the teachers. The findings indicated that the majority of the ESL teachers in this study preferred the holistic scoring method over the other two scoring methods due to its time saving characteristic when it involved a large scale marking and the results were needed to be completed within a short period of time. In addition, the ESL teachers in this study liked the idea of having to give overall evaluation of the essays whereby they could identify not only the overall band, but also the strengths and weaknesses of their students' writing. The teachers discovered that the holistic scoring method helped them to improve their students' learning as they could evaluate their students' overall performance.
Javanese Language Preservation in the Global Era: Determining Effective Teaching Methods for Elementary School Students
Author: Harwati, Lusia Neti
Date: 2018-08-00
Type: Journal Articles
Subjects: Elementary School Students,Indonesian Languages,Native Language Instruction,Language Maintenance,Sociolinguistics,Social Change,Teacher Attitudes,Global Approach,Creative Teaching,Cultural Maintenance,Teaching Methods,Elementary School Teachers,Language Variation,Teacher Collaboration,Foreign Countries

Previous studies on Javanese language emphasized more on the use of this local language in certain communities and ignored the importance of teaching and learning at an elementary school level in order to preserve the language. The purpose of this study was to describe the lives of the participants, collect and tell stories about their lives, and then write narratives of their experiences. The data were gathered through the collection of stories, reporting individual experiences, and discussing the meaning of those experiences for the participants by proposing a research question: what is the story of the teachers who tried to preserve Javanese language in the global era? A narrative research design, sociolinguistics, and social change as theories were applied in order to understand teachers' point of view on globalization and the importance of preserving Javanese language. Purposeful sampling was used and two teachers were chosen as participants. The data gathered were then analyzed through three steps, namely code the data, description, and interpretation. There are two findings that can be summarized. Firstly, the interviewees perceived the challenges in teaching Javanese language as an opportunity to be more creative. Secondly, in the attempt to preserve and promote Javanese language and culture, they were fully supported by the school principal as well as the local government. It can be concluded that knowledge of effective teaching strategies is vital in terms of providing an indepth understanding of how elementary schools can deal with the possible negative impacts of globalization.
Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review
Author: Cong-Lem, Ngo
Date: 2018-08-00
Type: Journal Articles
Subjects: Web Based Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Web 2.0 Technologies,Speech Communication,Teaching Methods,Linguistic Input,Electronic Publishing,Student Projects,Active Learning,Video Technology,Management Systems,Prior Learning,Computer Mediated Communication,Cooperative Learning,Audio Equipment,Feedback (Response),Teacher Role,Language Teachers,Technological Literacy,Foreign Countries

The advent of Web 2.0 technology has afforded language educators more useful technology for English as a foreign language (EFL) teaching. This article reviewed 31 empirical studies investigating the employment of web-based technology to enhance EFL learners' speaking performance. The findings indicated that overall, web-based language learning (WBLL) could be classified into five major groups: general websites providing linguistic inputs, blogging platforms, communication tools, project-based learning tools and learning management systems. While the available linguistic input online, e.g. web articles and videos, helped to enhance learners' linguistic and background knowledge, other communication/chat tools facilitated peer interactions and collaborative learning. Audio- and video-based blogging provided convenient platforms for learners to practice their speaking through sharing their personal experiences. Moreover, Web 2.0 technology as a learning management system helped to create a ubiquitous learning environment, where L2 learners could engage in the language learning process without time and space constraints. WBLL was also found to reduce L2 learners' learning anxiety while making them become more active, motivated language learners. In addition, the role of language instructor in web-based technology implementation was also found to be crucial, e.g. monitoring L2 learners' learning progress and providing feedback. Further research, however, is warranted to address existing methodological drawbacks of previous studies by recruiting larger sample size, conducting long-term research and controlling for confounding factors, e.g. prior L2 speaking ability and technology usage experience.
Exploring the Reasons for the Fossilization of Phonological Errors: A Case Study of the Substitution of/o/for/?/by English as Second Language Learners in Sri Lanka
Author: Premarathne, Kaushika
Date: 2018-08-00
Type: Journal Articles
Subjects: Phonology,Case Studies,Teaching Methods,Pronunciation Instruction,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Linguistic Theory,Student Attitudes,Native Language,Language Dominance,Language Proficiency,Error Patterns,Pronunciation,College Students,Language Variation,Indo European Languages

Over the past decades, various teaching methods adopted from time to time have placed pronunciation teaching in the forefront or in the backend. This has resulted in second language facilitators to completely disregard or relentlessly correct pronunciation depending on their intuition due to the lack of research on pronunciation teaching or proper guidance. In Sri Lanka, since there has been no general agreement on pronunciation teaching, it is being considered merely a supplementary task which is often overlooked. As a result of this, certain phonological features have got fossilized in the code repertoire of English as second language learners in Sri Lanka. Past studies on phonology in Sri Lanka bear evidence that phonological deviations can lead to a class distinction in Sri Lankan society which can even have an adverse outcome at a job interview or any social gathering (Parakrama, 1995; Gunesekera, 2005). The aim of this study is to record literature on pronunciation teaching in Sri Lanka and to investigate reasons for fossilization of phonological features. A questionnaire was administered among 25 high proficiency learners who have been pursuing higher studies in English medium to find out reasons for English as Second Language learners in Sri Lanka to substitute the mid back vowel/o/for the low back vowel/?/. According to literature, L1 dominance on L2 attributes for learners to deviate from the codified norms of the Standard Sri Lankan English (SSLE). In line with the Noticing Hypothesis, the Output Hypothesis, and the Interactional model, the findings showcase that the lack of sufficient guidance and the lack of awareness on the part of facilitators and learners respectively are the most salient factors that prevent the formation of new phonological categories which do not exist in the L1. It is recommended for facilitators to make learners aware of their phonological errors to avoid fossilization of erroneous forms.
A Development of Foreign Language Training Course for Local Youth Guides of Dankwian Community in Thailand
Author: Chavangklang, Pitchayapa
Date: 2018-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Tourism,Language Role,Language Proficiency,Guides,Handicrafts,Rural Areas,Course Descriptions,Course Evaluation,Junior High School Students,Pretests Posttests,Outcomes of Education

English language has become increasingly more important as it is used as an international language to communicate with people from other countries, especially in the tourism, which is one of Thailand's most growing industrial sectors today. Although English is taught at all educational levels in Thailand for general purposes, there is still need for specific use of English in some areas such as local tourism places. This leads to the need for improving the English language ability of people in such areas, particularly young people, who are most likely to have influential effects not only on themselves but also their families and community as a whole. The objective of this study was to develop and evaluate a foreign language training course for Local Youth Guide at Dankwian Community--a famous pottery-making village in Thailand. The course was developed in four stages: 1) Studying background information; 2) Developing the training course of Foreign Language for Local Youth Guide; 3) Trying-out the course; and 4) Evaluating the course. The training course was implemented with a group of 60 junior high school students. The study was designed for one group pretest-posttest, using pre-post tests and a satisfaction questionnaire as study tools. The study revealed the following results. 1) The community members needed a foreign language training course which has both lecturing and workshops. 2) The course consisted of one ice-breaking module and five language modules. 3) While attending the course, participants were enthusiastic, asking questions, and actively contributing to the discussions. 4) After the course, participants significantly improved their language ability at the 0.05 level. The participants' satisfaction on the training course was at the 'very high' level. They indicated that the course emphasized on the real life applications. These results revealed the usefulness of a short training course for local youth guides in Thailand. It can be applied to other local areas in Thailand that have foreign tourists. A similar training course can be developed by making some modifications to this course to fit their local contents.
Media Literacy &amp; the AASL Standards
Author: Bryan, Len
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Role,Media Literacy,National Standards,Information Literacy,Critical Thinking,Ethics,Accuracy

School librarians must teach media literacy and be on the forefront of defining what media literacy is and why it is important for students and communities. The competencies involved in information and media literacy are interwoven throughout the frameworks in the American Association of School Librarians' (AASL) &quot;National School Library Standards.&quot; This article shares areas in which aspects of media literacy are addressed in AASL Standards. Some examples include: (1) In the Include Shared Foundation's Think Domain, learners are asked to contribute to a balanced perspective when participating in a learning community by adopting a discerning stance toward points of view and opinions expressed in information resources and learning products; (2) In the Curate Shared Foundation's Think Domain, learners are asked to act on an information need by making critical choices about which information sources to use in their work. These critical-thinking skills set the stage for future success, as learners become adept at filtering out partisan noise and discovering useful information on which to base their choices; and (3) Within the Engage Shared Foundation's Think Domain, learners are asked to follow ethical and legal guidelines for gathering and using information by responsibly applying information, technology, and media to learning; understanding the ethical use of information, technology, and media; and evaluating information for accuracy, validity, social and cultural context, and its appropriateness for their needs.
Media Literacy: A Moving Target
Author: Little, Hannah Byrd
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Media Literacy,Information Literacy,School Libraries,Librarians,Role,Journalism,Elementary Secondary Education,News Media

Students are looking more and more to social media for their daily news. They must learn how to verify this news and how to cite the information. From a very early age, they need to understand how to interact with networked, digital technologies. They need to learn how to use social media and learn how not to be used by it. It is important to teach students about information and media bias--especially because many are getting their news secondhand. School librarians should continue to teach students to evaluate all kinds of online material. The criteria they have used for over a decade to evaluate websites can be used for all online sources, regardless of the format. This article concludes with excerpts from an interview with Dr. Robert Byrd, a professor in the Department of Journalism and Strategic Media at the University of Memphis, about responsible journalism, the journalist's perspective, and the training of future journalists. At the end of the interview, Dr. Byrd includes specific resources for K-12 librarians and teachers to teach students about news media.