ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Writing Instructors&apos; Motivational Strategies on Student Motivation
Author: Cheung, Yin Ling
Date: 2018-03-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Teachers,Student Motivation,Undergraduate Students,College Faculty,Student Surveys,Teacher Surveys,Educational Practices,Student Attitudes,Self Esteem,Foreign Countries,Preservice Teachers,Statistical Analysis,Likert Scales,Classroom Observation Techniques,Qualitative Research

While the last decade has witnessed a growing body of research on student motivation in second language acquisition, research about the impact of writing instructors' motivational strategies on student motivation has remained underexplored. In order to fill this important gap, this study, guided by motivational strategy framework, investigates the effect of writing instructors' motivational strategies on student motivation. Participants were 344 first-year undergraduate students taking a writing course at a university in Singapore. Classroom observation schemes, student surveys, and surveys with writing instructors were collected. Findings show that the more the writing instructors reported using strategies in generating students' initial motivation in the classroom, the more the students reported having positive attitude and improved self-confidence in the writing course. This study contributes new knowledge to the field by relating writing instructors' motivational strategies to students' positive attitude in learning, the feeling of success in written assignments, and their self-confidence.
Rights, Respect and Responsibilities Online--Reflections and Efficacy
Author: Eady, Michelle J.
Date: 2018-03-00
Type: Journal Articles
Subjects: Civil Rights,Student Attitudes,Tutorial Programs,College Students,Foreign Countries,Mixed Methods Research,Diversity (Institutional),Electronic Learning,Online Courses,Student Responsibility,Training,Cultural Pluralism,Student Surveys,Social Attitudes,Group Activities,Reflection,Self Efficacy,Moral Development

Demands for moral development are increasing in business and professional training. Mixed results of diversity training programs in the higher education sector suggest that innovative approaches are required for preparing students to become morally upright leaders and teachers. This research looks at the implementation of an online interactive tutorial that focuses on students working and learning together with others from a variety of diverse backgrounds. The study comprises a three-year investigation on the attitudes and understandings of students prior to a group work assessment task, and after completing the online tutorial. First year primary education students (n = 594) completed pre- and post-surveys on their perspective of working with others, with a moderating educational intervention. Results revealed mixed views about the value of the program to this generation of students. We make suggestions for institutions of higher education to consider when creating diversity training and support for university students.
Powerful and Effective Pronunciation Instruction: How Can We Achieve It?
Author: Darcy, Isabelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,Teaching Methods,Phonology,Second Language Learning,Second Language Instruction,English (Second Language),Psycholinguistics,Informal Education,Language Teachers,Intonation,Pronunciation

Pronunciation instruction is still underemphasized in many language programs as well as in teacher-training curricula despite reports of significant improvement from many studies. Three factors may account for this resistance and for the difficulty of making pronunciation instruction an integral part of language teaching: the time obstacle, the methodology obstacle, and the curricular obstacle. I will outline why these obstacles have emerged, and suggest specific solutions to work around them, with the goal of achieving powerful pronunciation practices in the classroom. The approach taken draws on psycholinguistic research about the mechanisms of phonological acquisition in second language (L2) learners (in both in-class and out-of-class learning contexts).
Sociocultural and Academic Considerations for School-Age d/Deaf and Hard of Hearing Multilingual Learners: A Case Study of A Deaf Latina
Author: Baker, Sharon
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Student Needs,Case Studies,Hispanic American Students,Bilingual Education,Spanish,Longitudinal Studies,Elementary Secondary Education,Semi Structured Interviews,Academic Achievement,Student Records,Student Placement,Communication Skills,Teaching Methods,Evaluation Methods,Second Language Instruction,Native Language,Immigrants,Mexican Americans,Background,Influences

For decades, research has focused on American Sign Language/English bilingual education for d/Deaf and hard of hearing students whose families used English or ASL. However, a growing population of d/Dhh children come from households where languages other than English (e.g., Spanish, Chinese, Vietnamese) are used. In a longitudinal case study, the authors document the K-12 educational pathway of a deaf Latina student. Anecdotal records, semistructured interviews, assessment data, and document reviews of the participant's school and clinical records are used to develop the case study. The findings provide the basis for recommendations for future research and for critical factors to consider to improve the education of d/Dhh Multilingual Learners (DMLs). These include ensuring appropriate educational placements, addressing early communication and language needs, determining effective instructional techniques and assessments, strengthening the L1 to support L2 learning, and providing students with opportunities to learn their heritage language.
Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals
Author: Yoshida, Marla Tritch
Date: 2018-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation,Teaching Methods,Technology Uses in Education,Language Teachers,Technological Literacy,Management Systems,Telecommunications,Handheld Devices,Computer Software,Audio Equipment

For decades, researchers and teachers have suggested ways to apply technology in teaching and learning pronunciation, and there are many useful tools that can be used for this purpose. However, many teachers feel unsure about how to teach pronunciation at all, and the idea of using computers, mobile devices, or other technology may make pronunciation teaching seem doubly intimidating. If we look at technology from a different viewpoint, focusing first on the pedagogical tasks that teachers need to perform and then choosing the most effective tools to support each one, we can achieve better results for both teachers and learners. Based on both research and the classroom practice of experienced teachers, this article evaluates a range of available tools to accomplish tasks such as providing a pronunciation model, recording and responding to learners' pronunciation practice, and offering independent practice. The focus is on tools that are readily available to most classroom teachers, practical to learn and use, and free or inexpensive.
An Advantage for Age? Self-Concept and Self-Regulation as Teachable Foundations in Second Language Accent
Author: Moyer, Alene
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Concept,Metacognition,Teaching Methods,Goal Orientation,Prediction,Learning Motivation,Second Language Learning,Second Language Instruction,Age,Learning Strategies,Pronunciation,Visualization

Age of onset has long been assumed to predict outcomes in second/foreign language accent. Yet beyond early childhood, acquiring a new accent has much to do with social-affective factors such as learner identity and motivation, as well as cognitive factors such as learning strategies (Pfenninger, 2017). Newer perspectives acknowledge this complexity, emphasizing learner experience and orientation instead. This article contextualizes the age factor and prioritizes self-concept, given that those with a strong affinity to the target language and culture end up sounding more authentic, that is, closer-to-native, than those with a more conflicted sense of second language (L2) self (see Moyer, 2004). Given the connections between self-concept and self-regulated learning, age actually confers two benefits: self-awareness and metalinguistic knowledge, which can be channeled into strategies such as goal setting and self-evaluation. Pedagogical strategies can facilitate the development of a strong L2 self-concept as well as an appreciation for the importance of accent in the target language.
High Variability Phonetic Training as a Bridge from Research to Practice
Author: Barriuso, Taylor Anne
Date: 2018-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Phonetics,Second Language Learning,Second Language Instruction,Pronunciation Instruction,Educational History,Generalization,Teaching Methods

This review of high variability phonetic training (HVPT) research begins by situating HVPT in its historical context and as a methodology for studying second language (L2) pronunciation. Next we identify and discuss issues in HVPT that are of particular relevance to real-world L2 learning and teaching settings, including the generalizability of learning to new situations, in addition to variations in how HVPT is implemented that may promote optimal learning. Primarily, we focus on the relatively limited research that has explored the use of HVPT as a pedagogical tool. We conclude with recommendations for the future regarding the applicability of HVPT to L2 learning and teaching in the real world.
How Well Can We Predict Second Language Learners&apos; Pronunciation Difficulties?
Author: Munro, Murray J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Prediction,Pronunciation,Pronunciation Instruction,Difficulty Level,Second Language Learning,Second Language Instruction,Teaching Methods,Evidence Based Practice,Student Needs,Contrastive Linguistics,Curriculum Design,Error Patterns,Native Language,Vowels

Mid-20th-century scholars argued that second language (L2) instruction should be rooted in a comparison of the structural characteristics of the first language (L1) and L2. Their enthusiasm for a &quot;scientific&quot; approach to errors reflected the view, based on the contrastive analysis hypothesis (CAH), that learners' difficulties could be predicted through purely linguistic analyses. Pronunciation seemed particularly amenable to this treatment. If teachers knew their learners' problems in advance, they could presumably design curricula and activities to address their students' needs. Although it soon became clear that many aspects of CAH were seriously flawed, interest in a linguistic account of L2 pronunciation difficulties has persisted. This synthesis of empirical findings from pronunciation research demonstrates that the enthusiasm for error prediction has been misguided, largely because of 2 erroneous beliefs: the &quot;assumption of uniformity&quot; and the &quot;assumption of equal gravity&quot;. The need for an alternative perspective promoting evidence-based teaching practices is demonstrated.
Embodied Pronunciation Learning: Research and Practice
Author: Chan, Marsha J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Pronunciation,Pronunciation Instruction,Teaching Methods,Second Language Learning,Second Language Instruction,Language Rhythm,Phonology,Auditory Perception,Intonation,English (Second Language),Psychomotor Skills,Classroom Techniques,Nonverbal Communication

This article summarizes research on body language, embodiment, and the incorporation of proprioception, physical movement, gestures, and touch into second language education, particularly with regard to the pronunciation of English. It asserts that careful attention to breathing, vocalization, articulatory positions, pulmonic and tactile pressures, pitch and duration, scope and synchrony of body movements, in addition to the systematic use of gestures, enables more effective pronunciation. It presents ways that teachers of English can embody features of pronunciation--making them more perceptible and representing them in clear and obvious ways to enhance perception, pronunciation, and retention. Classroom techniques described include pronunciation workouts such as breath training and articulator exercises; the use of simple devices, hands, and fingers to illustrate aspects of articulation and prosody; and larger body movements, such as the &quot;Stress Stretch,&quot; &quot;Haptic Syllable Butterfly,&quot; and &quot;Rhythm Fight Club&quot; to improve stress and rhythm.
Public Library Websites as Electronic Branches: A Multi-Country Quantitative Evaluation
Author: Velasquez, Diane L.
Date: 2018-03-00
Type: Journal Articles
Subjects: Public Libraries,Web Sites,Foreign Countries,Comparative Education,Electronic Libraries,Access to Information,Online Catalogs,Library Services,Statistical Analysis,Spreadsheets,Coding,Evaluation Criteria,User Satisfaction (Information),Usability

Introduction: This paper describes the findings of a study of 1517 public library Websites in Australia, Canada, and the United States over a period of four years. These Websites are referred to as 'electronic branches' of the libraries, thereby extending the definition of physical library branches into the digital realm. The purpose of the research was to investigate the accessibility of public library Websites, the available online resources and whether library staff are available to respond to users' questions and concerns regarding the Website. Method: A quantitative study was conducted, using a spreadsheet protocol to determine if 18 criteria were present on the Websites. General comments about the Websites were also recorded and included in the analysis. Analysis: The quantitative data analysis for the 1517 Websites was done using Excel spreadsheets through formula manipulations. Descriptive statistics are used to report the findings. Results: The data revealed that the Websites of Canadian and USA libraries include more of the criteria than the Australian libraries. Overall many similarities were found between the accessibility of the Websites of the different countries. Conclusion: The study provides exemplars of an electronic branch of a public library and the services it can offer to its community members. These examples can be used to model ideal electronic branch libraries for library staff to improve their Websites.
The Potential for Altmetrics to Measure Other Types of Impact in Scientific Production: Academic and Social Impact Dynamics in Social Media and Networks
Author: Maricato, João de Melo
Date: 2018-03-00
Type: Journal Articles
Subjects: Social Media,Information Dissemination,Communication (Thought Transfer),Scholarship,Measurement Techniques,Research Reports,Science and Society,Scientific Research,Statistical Analysis

Introduction: Altmetrics is an area under construction, with a potential to study the impacts of academic products from social media data. It is believed that altmetrics can capture social and academic impacts, going beyond measures obtained using bibliometric and scientometric indicators. This research aimed to analyse aspects, characteristics and potentialities for the measuring of the social impact provided by altmetrics in social media. Method: 100 papers with higher altmetric scores were gathered from SciELO's database using the altmetric.com tool. Analysis: Profiles from individuals on Facebook and Twitter acting or reacting to the papers were analysed. These profiles were categorized as Social Impact and Academic Impact. Results: The results strongly indicate the impact measured using altmetrics greatly reproduces the scientist-to-scientist relation, as do bibliometrics and scientometrics. Conclusion: The social impact measured by actions and interactions on Facebook and Twitter reach a significant 36%, attesting the potentiality of altmetrics for measurement, in addition to the academic impact and the impact of scientific results in society.
Which Academic Papers Do Researchers Tend to Feature on ResearchGate?
Author: Liu, Xuan Zhen
Date: 2018-03-00
Type: Journal Articles
Subjects: Researchers,Preferences,Writing for Publication,Publishing Industry,Relevance (Education),Citation Analysis,Reputation,Authors,Bibliometrics

Introduction: The academic social network site ResearchGate (www.researchgate.net) enables researchers to feature up to five of their research products (including papers, datasets and chapters) in a 'Featured research' section on their ResearchGate home page. This provides an opportunity to discover how researchers view their own publications. Method: We investigated ResearchGate members who self-selected their featured publications and compared these publications with other publications listed in ResearchGate. Analysis: We analysed the distribution of featured publications in the ResearchGate members' whole publications in terms of their importance, recency, citation and source reputation. Results: Researchers prefer to feature publications in which they played important roles, those that were recently published, highly cited and published by reputable sources. Conclusion: By featuring their research, researchers can highlight their academic achievements and create the potential to contribute to the wider scientific community through the future application or discussion of their work. Instances of featured research published for a relatively long period in somewhat obscure journals, with few citations, show that there is a difference between how these papers are valued by the scientific community and the authors who featured them. The presented method may be applied to find latent sleeping beauties.
Visual Presentation and Communication of Croatian Academic Websites
Author: Selthofer, Josipa
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Web Sites,Design,Colleges,Content Analysis,Comparative Analysis,Qualitative Research,Statistical Analysis,Cultural Influences,Graphic Arts,Visual Stimuli,Communication Strategies,Cross Cultural Studies

Introduction: The aim of the research is to analyse and compare visual identity elements of Croatian academic Websites with ones of European countries using Hofstede's model of cultural dimensions. The purpose of the research is to point to the influence a culture has on the design of Websites. Method: Graphical elements of university home pages from Croatia and a sample of 10 European countries are compared using the visual content analysis method. Element frequency scores were correlated with indexes from Hofstede's Model of National Culture and interpreted on the basis of the existing literature using analysis of variance, independent T-test and chi-squared test. Analysis: Both quantitative (using SPSS) and qualitative analyses (with the custom-created Web application) were carried out on the data (1,017 Websites). Results: Many graphic elements of visual identity are common among the academic Web pages in Croatia and Europe. In a comparison of Web pages' cultural characteristics and G. Hofstede's model between Croatia and other countries, results show a statistically significant correlation through all the dimensions between the countries, depending on each visual graphic element. Conclusions: Research results contribute to the body of theoretical and practical knowledge of visual communication. They also shed light on the influence of culture on visual communication in general and argue in favour of the fact that a visual communication, in order to be effective and informative, has to take into account underlying cultural and social premises that will influence creation and interpretation of Websites.
How Trust in Wikipedia Evolves: A Survey of Students Aged 11 to 25
Author: Mothe, Josiane
Date: 2018-03-00
Type: Journal Articles
Subjects: Trust (Psychology),Encyclopedias,Electronic Publishing,Information Sources,Foreign Countries,Student Attitudes,Elementary School Students,Secondary School Students,College Students,Young Adults,Questionnaires,Teacher Influence,Peer Influence,Opinions,Trend Analysis,Educational Trends,Instructional Program Divisions,Statistical Analysis,Comparative Analysis,Information Seeking,Reputation,Credibility,Age Differences,Case Studies,Use Studies,Incidence,Citations (References)

Introduction: Whether Wikipedia is to be considered a trusted source is frequently questioned in France. This paper reports the results of a survey examining the levels of trust shown by young people aged eleven to twenty-five. Method: We analyse the answers given by 841 young people, aged eleven to twenty-five, to a questionnaire. To our knowledge, this is the largest study ever published on the topic. It focuses on (1) the perception young people have of Wikipedia; (2) the influence teachers and peers have on the young person's own opinions; and (3) the variation of trends according to the education level. Analysis: All the analysis is based on ANOVA (analysis of variance) to compare the various groups of participants. We detail the results by comparing the various groups of responders and discuss these results in relation to previous studies. Results: Trust in Wikipedia depends on the type of information seeking tasks and on the education level. There are contrasting social judgments of Wikipedia. Students build a representation of a teacher's expectations on the nature of the sources that they can use and hence the documentary acceptability of Wikipedia. The average trust attributed to Wikipedia for academic tasks could be induced by the tension between the negative academic reputation of the encyclopedia and the mostly positive experience of its credibility. Conclusion: Our survey demonstrates significant differences between the levels of education, both for Wikipedia use and its representation. This variable should be included in studies related to information behaviour by the young to avoid generalisations that deny the disparities between ages.
Becoming an Online Editor: Perceived Roles and Responsibilities of Wikipedia Editors
Author: Littlejohn, Allison
Date: 2018-03-00
Type: Journal Articles
Subjects: Encyclopedias,Collaborative Writing,Electronic Publishing,Editing,Semi Structured Interviews,Coding,Attitude Measures,Emotional Response,Responsibility,Values,Role,Beliefs,Ethnography,Foreign Countries,Motivation,Interpersonal Relationship

Introduction: We report on the experiences of a group of people as they become Wikipedia editors. We test Benkler's (2002) theory that commons-based production processes accelerate the creation of capital, questioning what knowledge production processes do people engage in as they become editors? The analysis positions the development of editing expertise within broader social contexts to explore how the act of editing supports other types of commons-based production that foster and support and counteract issues of empowerment, equality and social justice. Method: Nine editathon participants were interviewed using a semi-structured interview transcript. Analysis: In a first round of analysis, data was coded into content areas. Then thematic coding examined: (1) the actions of participants as they became Wikipedia editors and the values and sentiments they ascribed to the role; (2) the emerging beliefs and emotions around becoming an editor and the agency and actions triggered by perceived responsibilities. Results: The study surfaced a range of emotions and beliefs editors developed as they took on editing responsibilities and ascribed different values to their new role. These distinct values and beliefs perceived led editors to engage in distinctive forms of action. Some participants developed a sense of empowerment to shape societal agendas, viewing editing as a form of continued activism. Conclusion: The findings pinpoint actions people engage in as they move into the editing role, highlighting the values they ascribe to editing. The study also surfaced the perceived responsibilities associated with editing as well as the emotions and beliefs associated with these obligations.