ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Iranian EFL Learners' Stress and Their Reading Comprehension
Author: Peyman, Somayeh
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Measures (Individuals),Foreign Countries,Stress Variables,English (Second Language),Second Language Learning,College Students,Standardized Tests,Reading Tests,Multiple Regression Analysis,Statistical Analysis,Computer Software,Questionnaires

This investigation intended to find out the relationship between EFL learners' stress and their reading comprehension. The subjects who included ninety EFL juniors from Shiraz Azad University were asked to answer a standardized reading comprehension test and a stress questionnaire. After finding out the results of stress questionnaire, 10% of the whole participants who had stress were chosen to be interviewed. The collected data were analyzed through Multiple Regression and One-Way ANOVA, using SPSS software. The results showed a negative and significant relationship between learners' stress and their reading comprehension. And also, the relationship between learners' stress and their reading comprehension was predictable. Furthermore, the results revealed that there is a significant difference between the three groups of high, moderate, and poor test-takers in their rate of stress. (Contains 5 tables and 2 figures.)
Facilitating Reflection on Implicit Learner Beliefs through Metaphor Elicitation
Author: Sykes, Joe
Date: 2011-00-00
Type: Journal Articles
Subjects: Figurative Language,English (Second Language),Second Language Learning,Qualitative Research,Teacher Education,Interviews,Reflection,Metacognition,Foreign Countries,Beliefs

This qualitative study aims to develop and evaluate a tool which can be used to help learners autonomously reflect upon their implicitly held learner beliefs, with a view to promoting language learning practices appropriate to the individual and addressing any issues of learner beliefs which may be preventing effective learning. Metaphor was selected to serve this purpose. Metaphor is now widely acknowledged as a cognitive as well as a linguistic phenomenon. This has resulted in a wealth of research utilizing metaphor to investigate aspects of the subconscious, including implicitly held beliefs. In the case of teacher training, metaphor was used to facilitate reflection, which resulted in the development of the beliefs of the subjects. It is the purpose of this study to ascertain whether same can be achieved for learners. Through the use of metaphor elicitation, written explanations and interviews it was found that the metaphors produced by the participants were representative of their implicitly held beliefs and the process resulted in an increase in perspective consciousness in all of the participants. (Contains 1 figure.)
EFL Learners' Self-Perceived Strategy Use across Various Intelligence Types: A Case Study
Author: Tahriri, Abdorreza
Date: 2011-00-00
Type: Journal Articles
Subjects: Majors (Students),Language Usage,Multiple Intelligences,Learning Strategies,Metacognition,Case Studies,Teaching Methods,Second Language Learning,Foreign Countries,Visual Perception,Spatial Ability,Verbal Ability,Measures (Individuals),Music,Second Language Instruction,English (Second Language),College Students

Increasing attention paid to learner-centered pedagogy in recent years has highlighted the examination of intelligence and language learning strategies (LLSs) among others. This study explores EFL learners' perceived use of language learning strategies across various intelligence types as reflected in Gardner's 1983 Multiple Intelligences Theory. Ninety BA Junior English majors studying at Islamic Azad University of Rasht participated in the present study. Two self-reported inventories, Multiple Intelligences Survey (Armstrong, 1993) and Strategy Inventory for Language Learning (SILL) (ESL/EFL Version) developed by Oxford (1990), were utilized to determine the participants' intelligence profile and their perceived strategy use. The findings of the study revealed that intelligence did not significantly affect the overall strategy use of the participants. All types of intelligence fell within the &quot;medium&quot; user of LLSs. However, participants of verbal linguistic type were found to be higher in terms of their strategy use and visual-spatial students were the lowest strategy users overall. In addition, participants of verbal-linguistic type were found to be higher users of cognitive strategies. In terms of metacognitive strategies, verbal-linguistic, bodily-kinesthetic, interpersonal, intrapersonal and naturalist were found to be higher than logical-mathematical, visual-spatial and musical-rhythmic types. Visual-spatial learners were also found to be lower in terms of their use of social strategies. The conclusions of the study along with related pedagogical implications are explained. (Contains 3 tables.)
A Survey on Iranian EFL Learners' Beliefs on the Role of Rote Memorization in Learning Vocabulary and Its Effect on Vocabulary Achievement
Author: Rashidi, Nasser
Date: 2011-00-00
Type: Journal Articles
Subjects: Factor Analysis,Memorization,Correlation,Foreign Countries,Vocabulary Development,English (Second Language),Second Language Learning,Rote Learning,Questionnaires,Student Attitudes,Majors (Students),Language Tests,Statistical Analysis,Language Proficiency,Learning Strategies,Scores,Undergraduate Students

The purpose of this study was to investigate the Iranian EFL learners' beliefs on the role of RL in vocabulary learning, and how it could affect their achievement. One-hundred and three students majoring in English (Literature, Translation, and Teaching) at the Departments of Foreign Languages and Linguistics at Roudehen and the Western Branch of Islamic Azad University participated in this study. Two questionnaires (Students and Teachers' questionnaires) with a vocabulary test and a proficiency test (ECCE) were used in this study. Various statistical tests including Descriptive Analysis and Factor Analysis as well as correlation analysis along side with Chi-Square analysis were run to analyze the data. The findings of this study revealed that the learners believe RL is an effective way of learning EFL vocabulary, but not the best way. They see that reviewing well and having structured review is more effective for them to learn more vocabularies. This study also revealed that the relationship between beliefs and strategy use was positive and significant, but the relationship between beliefs and proficiency of the learners, and also the relationship between strategy use and proficiency of the learners were insignificant but there was a slight correlation between the items. The findings also showed that there was no significant association between the variables beliefs and vocabulary test scores. (Contains 9 tables and 2 figures.)
Comprehension of a Non-Text: The Effect of the Title and Ambiguity Tolerance
Author: Ahmadi, Alireza
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Sentences,Figurative Language,English (Second Language),Second Language Learning,Foreign Countries,Translation,Measures (Individuals)

This study investigated the effect of the title and ambiguity tolerance on the comprehensibility of a non-text. To this end, ten irrelevant sentences from different texts were put together to make two seemingly cohesive and coherent texts. The two texts were exactly the same except for the fact that one of them carried a title whereas the other had no title. The two texts were randomly given to two groups of intermediate EFL students. Students were expected to read the text and answer 10 reading comprehension questions. Eight questions asked for the reference of specific pronouns or words; one asked for the topic and one for the main idea of the text. Considerable difference was found between the performance of the students on the titled text and the untitled text. It indicated hat the title had made students construct a meaning regardless of the fact that the text was basically meaningless and that the title was not a real title. Further analysis of the results indicated that ambiguity tolerance could not provide enough justification for the results found and that the presence of the title was the best explanation provided for the performance on the non-text. (Contains 3 tables.)
Characteristics of Contrast between the Stressed and the Unstressed in Rhythm Units Observed in Duration Structure in English Speech by Japanese Learners
Author: Nakamura, Shizuka
Date: 2011-00-00
Type: Journal Articles
Subjects: Syllables,Correlation,Native Speakers,English (Second Language),Second Language Learning,Language Rhythm,Japanese,Pronunciation,Second Language Instruction,Scores,Phonology

English rhythm is related to contrast between the stressed and the unstressed in duration structure. In native English speech, in general, an intra-speaker average duration of stressed syllable is longer than that of syllable as a whole. On the contrary, that of unstressed syllable is shorter than that of syllable as a whole. In the previous paper by the present author, it was reported that stressed syllable durations of speech of learners tend not to be lengthened enough, and an unstressed ones tend not to be shortened enough as compared with that of native speakers (Nakamura, 2010). For these reason, learner speech does not have such a high ratio of intra-speaker average durations of stressed to unstressed syllables as native speech. Since this lower ratio affected subjective evaluation, a correlation coefficient between the ratios and subjective evaluation scores given by English language teachers was observed to be 0.48. In this paper, an indicator, which demonstrates more adequately a duration contrast between the stressed and the unstressed, was investigated, for the purpose of increasing the correlation with subjective evaluation. A rhythm unit was defined here as a stressed syllable connected to the preceding and succeeding unstressed syllables. Then, a value based on a ratio of stressed to unstressed syllable durations in the rhythm unit was treated as an indicator to represent learner characteristics. As a result, a correlation coefficient of the indicators with subjective evaluation scores was increased to 0.65. A substantial part of mechanism in subjective evaluation of rhythm in English speech was revealed and became possible to simulate reasonably by objective evaluation. (Contains 2 tables, 4 figures, and 1 footnote.)
The Roles of English Language Education in Asian Context
Author: Chang, Bok-Myung
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English,Language Role,English Instruction,Context Effect,Educational History,Educational Policy,Intellectual History,Educational Development,Sociolinguistics,Asian Studies,Global Approach

This study surveys the history of English language and the roles of English language education in Asian context. Through the historical survey on English dispersal in Asian countries, the first section of this study traces the dispersal of English from the 18th century and the development of English in Asian countries. The second section of this study explains the development and characteristics of English language education policies in Asian countries. These countries belong to the expanding circle according to Kachru's model, and in the expanding circle, English plays a very important role as a tool for interaction among nonnative speakers. This section surveys and compares the developmental characteristics of English language education in Asian countries. The third section emphasizes the important role of English education and the future of English language education in Asian countries. Also this section focuses on the characteristics of English as an International language, and emphasizes the role of English as a tool for inter-cultural communication in the world. The purpose of English language education in the Asian context is to cultivate young people who are well equipped with English capabilities and their own professional abilities. (Contains 1 figure and 1 footnote.)
Agreement of NP and VP Coordination in English and Korean
Author: Hong, Sung-Ryong
Date: 2011-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Linguistic Theory,Phrase Structure,Nouns,Verbs,Schemata (Cognition),Korean,English,Grammar,Semantics,Pragmatics

There have been long argumentations about this topic and people are still having difficulty in explaining precisely what the agreement values the mother NP phrase should have from two conjunct daughters which have different AGR (Agreement) values. Especially, this could be more complicated when the values of gender, number, and person of each conjunct daughter are different from each other. This structure is furthermore complicated when this NP coordination construction is placed on the subject for the agreement between NP and VP has to be revealed based on the exact linguistic theory. The most difficult constructions to describe are the ones with reflexive in addition to NP coordination in subject position. The information of AGR of subject NP is to be identified or shared with the reflexive agreement values such as gender, number, and person. The purpose of this study is to determine the coordination constructions of NP on the subject to reveal how the mother NP has the AGR value working with each conjunct, and how this AGR value of mother NP should be identified with the AGR value of VP as well as with reflexive, if any. Some Schemas are proposed in this paper to analyze this construction and are applied to the coordination of VP constructions which have honorific features. (Contains 5 footnotes.)
A Study on How to Teach Tense to Chinese Korean Language Learners
Author: Lee, Sun-Min
Date: 2011-00-00
Type: Journal Articles
Subjects: Textbooks,Morphemes,Mandarin Chinese,Korean,Grammar,Teaching Methods,Second Language Learning,Second Language Instruction,Native Language

Presently it is hard to find a thesis which have presented the teaching plan on how to teach the tense to Chinese learners on the spot of learning and even the textbooks in classes cover the subject of tense only in the medium or high level. The author considers that the learners' mistakes on the subject of tense are apt to be fossilized, if they are not corrected in the beginning stage. Thus, the author intends to present the exercises on "tense", as a means to teach the learners in the basic or low intermediate step, in Chapter 3 of this thesis. Considering on the basis of the properties of Chinese language, the present tense of Korean does not seem to be so difficult to Chinese learners that it was decided to be excluded from the subject. Therefore, the subject of this research would be limited to the past tense and the future tense out of the trisected tenses of present, past and future. The reason for the exclusion of present tense will be explained in detail in the following Chapter 2. (Contains 6 footnotes.)
Instructional Preferences of Students in Transnational Chinese and English Language MBA Programs
Author: Bambacas, Mary
Date: 2011-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Business Administration,Foreign Countries,Internet,Chinese,English (Second Language),Second Language Learning,Masters Programs,Electronic Mail,Teacher Student Relationship,Program Descriptions,Scaffolding (Teaching Technique),Educational Objectives,Surveys,Student Attitudes,Confucianism,College Faculty,Language of Instruction

This paper reports on Stage 1 of a learning and teaching project focused on students studying in the Chinese and English language delivery of transnational Master of Business Administration (MBA) programs of an Australian university. The programs are delivered using limited and intensive face-to-face teaching augmented by self-directed and web-based learning, and ongoing (mainly email) contact with lecturers before and after they have returned to Australia. The aim of this stage of the project is to provide a greater understanding of students' instructional preferences so that, where appropriate, lecturers can better scaffold learning and teaching arrangements (Stage 2 of the project) to assist them to meet the learning objectives of the MBA program. Survey data was collected from students studying the MBA in Hong Kong and Singapore in English (EMBA), and in Hong Kong, Singapore and Taiwan in Chinese (CMBA). Findings demonstrate that whilst students ranked teacher directed, face-to-face instructional delivery highly, they also indicated that an independent, web-based learning environment was their least-preferred approach to learning. These findings put lecturers in a more informed position when it comes to them planning how to best assist students from Confucian-heritage backgrounds to work productively and successfully in their studies. (Contains 2 tables and 1 figure.)
Learning Financial Accounting in a Tertiary Institution of a Developing Country. An Investigation into Instructional Methods
Author: Abeysekera, Indra
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Countries,Accounting,Teaching Methods,Developing Nations,Higher Education,Surveys,Questionnaires,Case Studies,Likert Scales,Grade Point Average,Enrollment,Active Learning

This study examines three instructional methods (traditional, interactive, and group case-based study), and student opinions on their preference for learning financial accounting in large classes at a metropolitan university in Sri Lanka. It analyses the results of a survey questionnaire of students, using quantitative techniques to determine the preferred instructional method. It analyses the written comments made by students in the survey questionnaire using thematic analysis to determine the reasons behind their preference. The findings reveal that the most preferred instructional method is interactive and the least is traditional. (Contains 4 tables and 1 figure.)
The Pros and Cons of Problem-Based Learning from the Teacher's Standpoint
Author: Ribeiro, Luis Roberto C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Participant Observation,Problem Based Learning,Knowledge Base for Teaching,Methods,Professional Development,Teaching Methods,Data Analysis,Interviews,Student Interests,Case Studies,Learning Processes

This article focuses on a teacher's evaluation of an experiment with problem-based learning (PBL) and its effects on his professional development. This case study, of a descriptive-analytical nature, involved the collaboration between the researcher and teacher in the planning, implementation of PBL and, to some extent, analysis of results. Research data--collected via participant observation of classes and open-ended interviews with the teacher--were analyzed in light of the literature on PBL, teacher knowledge base, and professional development. Results indicate teacher satisfaction, but also point to higher class unpredictability and increased time/workload. PBL also seems to distribute teaching workload more evenly throughout the semester than traditional methods do. This hinders routinisation and constrains teachers' autonomy. On the other hand PBL appeared to foster the teacher's development of his teaching knowledge base, especially regarding the knowledge of students, their reasoning mode and interests. (Contains 1 figure.)
Using Self- and Peer-Assessment to Enhance Students' Future-Learning in Higher Education
Author: Thomas, Glyn
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Mathematics Education,Peer Evaluation,Self Evaluation (Individuals),Preservice Teachers,Leadership,Leaders,Outcomes of Education,Foreign Countries,Outdoor Education,Web Sites,Editing,Collaborative Writing

In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education. (Contains 2 footnotes.)
Right from the Start: A Rationale for Embedding Academic Literacy Skills in University Courses
Author: Gunn, Cathy
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Academic Achievement,Information Literacy,Higher Education,Literacy,Tutorial Programs,Cooperation,Foreign Countries,Case Studies

This paper summarizes relevant research concepts, and then describes a case where online tutorials were used to integrate one generic academic skill--information literacy--into first year business courses. Tutorials covering the skills and information required to complete course assignments were designed so the content can be easily modified for different subjects and assessment tasks. Feedback from trials suggests that significant gains can be made using this embedded approach. Theoretical grounding of design concepts, integration into course activities and collaboration between course lecturers and academic support staff are all key success factors. The authors propose that this integrated approach is the most effective way to promote academic literacy skills development in large university classes, and that the learning design principles used in this case for Information Literacy could work equally well in other academic skill areas. Further research will be conducted to test this assumption.
Factors that Encourage Student Engagement: Insights from a Case Study of &quot;First Time&quot; Students in a New Zealand University
Author: Russell, Barbara
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Citizenship,Student Attitudes,Interviews,Measures (Individuals),Foreign Countries,Academic Achievement,Case Studies,Educational Environment,Questionnaires,Student Motivation

This case study reports on the findings from one of nine tertiary institutions that took part in a project funded by the Teaching and Learning Research Initiative (TLRI) in New Zealand. The research question explored how institutional and non institutional learning environments influence student engagement with learning in a higher education, university setting. Data was collected initially by means of a questionnaire; subsequently more in-depth data was gathered through semi-structured interviews with students randomly selected from those who indicated, on the questionnaire, that they were willing to be interviewed. Respondents were enrolled for the first time in this institution, but not necessarily for the first time in a tertiary education programme. A conceptual model with four strands: motivation and agency; transactional engagement; institutional support and active citizenship was used to organise the data. Findings were analysed against a synthesis of current literature and suggest that factors identified in the first three strands of the conceptual model played a significant role in student engagement with learning; active citizenship, however, did not feature highly in student responses and is an aspect of engagement that could benefit from further research. (Contains 1 table.)