ethanporcaro/eric-fulltext-meta huggingface dataset:
Comics, Crowdsourcing and Up-Votes: EFL on the Front Page of the Internet
Author: York, James
Date: 2013-00-00
Type: Journal Articles
Subjects: Cartoons,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Technological Literacy,Social Media,Web Sites,Voting,Feedback (Response),Users (Information),Intercultural Communication,Computer Mediated Communication,Questionnaires,Student Attitudes,Asians,College Students,Foreign Countries,Emotional Response,Asynchronous Communication

The social-media news website &quot;Reddit&quot; boasts a huge readership with over 35 million unique visitors for December 2011 alone. Content is generated by users, who submit links from other websites to the various sub-forums. Users also have the ability to comment on links, providing the means for a community to be developed. Both content and comments can be promoted or demoted based on a voting system. This paper focuses on the creation of a sub-forum on Reddit for the purpose of submitting the work of EFL learners, the notion being that other Reddit users, primarily native English speakers, may be crowd-sourced in order to provide feedback, comments, or corrections for students to read, and provide grounds for cross-cultural communication. Firstly we provide a detailed overview of what Reddit is. Following this, we introduce a particular type of comic that has an enormous popularity on Reddit: rage comics. Literature regarding electronic literacy, the use of comics in language learning, and computer-mediated communication is then covered. We then detail the methodology used to introduce, create and submit such comics with our learners. Lastly, we share the results of a questionnaire designed to reveal student perceptions of the project, and discuss possible considerations for future implementations.
Learners' Willingness to Communicate in Face-to-Face versus Oral Computer-Mediated Communication
Author: Yanguas, Íñigo
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Oral Language,Communication Strategies,Interpersonal Communication,Academic Achievement,Intention,Task Analysis,Questionnaires,Speech Communication,Decision Making Skills,Intermode Differences,Personality Traits,Correlation,Spanish,Synchronous Communication,College Students

The present study had two main goals: to explore performance differences in a task-based environment between face-to-face (FTF) and oral computer-mediated communication (OCMC) groups, and to investigate the relationship between trait-like willingness to communicate (WTC) and performance in the FTF and OCMC groups. Students from two intact intermediate university Spanish classes carried out two decision-making tasks in random groups of three; one task was carried out via Skype and the other was performed FTF. To determine L2 WTC, participants completed a WTC questionnaire, adapted from Cao and Philp (2006). Results showed that learners initiated a significantly higher number of speaking turns in OCMC. Additionally, the significant positive correlation found between WTC and the number of turns and words spoken in the FTF setting did not hold for the OCMC group. In other words, number of turns and words produced reflected WTC in the FTF mode but not in the OCMC mode. This reveals that learners indeed interact differently through OCMC and FTF, which could pose certain advantages for L2 teaching and learning.
Automatic Speech Recognition Technology as an Effective Means for Teaching Pronunciation
Author: Elimat, Amal Khalil
Date: 2014-00-00
Type: Journal Articles
Subjects: Grade 3,Pronunciation,Pronunciation Instruction,Experimental Groups,Control Groups,Teaching Methods,Intermode Differences,Pretests Posttests,Achievement Gains,English Instruction,Word Recognition,Technology Uses in Education,English (Second Language),Instructional Effectiveness,Foreign Countries,Statistical Significance,Statistical Analysis

This study aimed to explore the effect of using automatic speech recognition technology (ASR) on the third grade EFL students' performance in pronunciation, whether teaching pronunciation through ASR is better than regular instruction, and the most effective teaching technique (individual work, pair work, or group work) in teaching pronunciation through ASR. Sixty-four 3rd grade male and female students in the second semester of the scholastic year 2012/2013 at Al-Abrar Basic Mixed School were selected as the study sample. They were randomly assigned into four groups, three experimental and one control. The three experimental groups were taught using ASR method. They used the &quot;Tell Me More Performance English&quot; program to practice pronunciation. The control group was taught using regular instruction by the same teacher. The findings of the study showed that there were statistically significant differences between the mean scores of the control (regular instruction) and the experimental (ASR) groups in favor of the experimental group. Furthermore, the findings revealed that there was a statistically significant difference in the mean scores between individual work, pair-work, and group-work in favor of the individual work method. The findings also revealed that there was no significant correlation between the level (word, sentence, and real-life dialogue), and the experimental group students' performance on the pronunciation post-test. However, students performed better at the dialogue level than at the word, and sentence levels. Finally, a number of related recommendations are presented for teachers and researchers to consider.
Take Your Pick: Out-of-Class, Blended Language and Web 2.0 Projects, and Online
Author: Cowie, Neil
Date: 2014-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Blended Learning,Educational Practices,Electronic Learning,Online Courses,Case Studies,Technology Integration,Teaching Methods,Conventional Instruction,Second Language Instruction,Foreign Countries,Language Teachers,College Faculty,Observation,Interviews,College Students

This paper provides a synthesis of the pedagogical practices of e-learning teacher experts into a four-part framework of approaches: out-of-class, blended language practice, blended Web 2.0 projects, and online. Examples of each approach are illustrated with short extracts from case studies of the participant teachers. It is hoped that these four approaches will be useful as a means for an individual teacher or institution to objectively assess the level of integration of technology within their teaching context and might also serve as a framework for technology-minded language teachers to communicate with other teachers or administrators who might not share a similar mindset.
English Clubs: Introducing English to Young Learners
Author: Afia, Jawida Ben
Date: 2006-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Clubs,Elementary School Students,Semitic Languages,French,Instructional Materials,Language Teachers,Foreign Countries,Second Language Instruction,Program Descriptions,Staff Development

This article introduces an approach taken in Tunisia to introduce English as a foreign language to children in primary school classrooms. The author states that in Tunisia, children in primary schools are first taught Arabic and then French. The government does not want to overburden the students with English learning. Then, the author describes in detail the approach of an English club, including the materials and staff members and their training. The article concludes with a list of recommendations based on the Tunisian approach.
First Road to Learning: Language through Stories
Author: Mixon, Myrtis
Date: 2006-00-00
Type: Journal Articles
Subjects: Story Telling,Language Acquisition,Folk Culture,Teaching Methods,Speech Skills,Listening Skills,Reading Skills,Writing Skills,Critical Thinking,Skill Development,Cultural Awareness,Creativity,Learning Activities,Foreign Countries

This article discusses the benefits of using stories in language teaching and ideas of how to use stories in the classroom. The authors believe that stories can help solve the problems caused by limited resources and are good ways to teach culture. They describe types of stories and how they can be used in teaching speaking, listening, reading, writing, integrated skills, and critical thinking.
Using Information and Communication Technologies to Motivate Young Learners to Practice English as a Foreign Language in Cyprus
Author: Diakou, Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Learning Motivation,Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Faculty Development,English (Second Language),Elementary School Students,Video Technology,Singing,Anxiety,Electronic Publishing,Web Sites

Information and Communication Technologies (ICT) are continuously evolving and when integrated appropriately these can facilitate foreign language learning classes. Connecting the curriculum to real world tasks in this way prepares &quot;learners for the challenge of coping with the language they hear and read in the real world outside the classroom&quot; (Nunan, 2004, p.50). This paper discusses the use of ICT and the way it can motivate young learners of the age of 9-12, during their EFL classes, increasing their linguistic repertoire and developing their language skills. It also discusses how important it is for a teacher to be innovative, creating great opportunities for learning and without forgetting that &quot;professional development must focus not only on how to use a particular hardware or software, but also on how it is used in alignment with more effective pedagogy, content, and context&quot; (Li and Ni, 2010, p.120). Using ICT with a combination of interesting activities, motivating videos and songs through the use of the internet and the World Wide Web students can practice the target language, and be encouraged to become active explorers of language, whilst simultaneously gaining fluency.
A Corpus-Based System of Error Detection and Revision Suggestion for Spanish Learners in Taiwan: A Case Study
Author: Lu, Hui-Chuan
Date: 2013-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Spanish,Error Correction,Databases,Native Language,Foreign Countries,Teaching Methods,Asians,Feedback (Response),Case Studies,Student Attitudes,Questionnaires,College Students,Usability

Compared with English learners, Spanish learners have fewer resources for automatic error detection and revision and following the current integrative Computer Assisted Language Learning (CALL), we combined corpus-based approach and CALL to create the System of Error Detection and Revision Suggestion (SEDRS) for learning Spanish. Through corpus-based data training and related applications, this system was designed specially for learners of Spanish in Taiwan. The Corpus of Taiwanese Learners of Spanish (CTLS) was used as a database to facilitate the development of the system. The learners' corpus was tagged with part-of-speech (POS) and lemma information, and it was also annotated by native Spanish speakers with revisions corresponding to errors made by students in their original texts. The system can, in real time, identify tri-gram errors based on training data extracted from the revised texts of the learners' corpus and provide revision suggestions listed according to usage frequency for users. The system was evaluated by 25 Spanish learners and eight experienced programmers to quantify the system's practical effectiveness. In addition, feedback from learners' was collected to improve the system in the future. [Appended questionnaire is provided in both English and Chinese.]
Training Learners to Use Quizlet Vocabulary Activities on Mobile Phones in Vietnam with Facebook
Author: Tran, Phuong
Date: 2016-00-00
Type: Journal Articles
Subjects: Telecommunications,Vocabulary Development,College Students,Foreign Countries,Handheld Devices,Learning Activities,English (Second Language),Second Language Learning,Grammar,Language Tests,Questionnaires,Social Media,Focus Groups,Social Networks,Learner Engagement,Student Attitudes,English Curriculum,Qualitative Research,Statistical Analysis

Mobile phone ownership among university students in Vietnam has reached almost 100%, exceeding that of Internet-capable desktop computers. This has made them increasingly popular to allow learners to carry out learning activities outside of the classroom, but some studies have suggested that learners are not always willing to engage in activities outside of the classroom (Kim et al., 2013). Recent research has suggested that providing training to learners that includes not only how but also why activities are important can improve learner engagement in mobile-based activities (Stockwell &amp; Hubbard, 2014). In this presentation, Vietnamese learners of English engaged in vocabulary and grammar tasks using the Quizlet app on their mobile phones outside of class time. Learners were provided with technical training in class, while ongoing strategic and pedagogical training were provided through a combination of in-class activities and interactions through a dedicated Facebook page over a 5-week period. Usage patterns of the site were recorded through a learning journal and interactions on the Facebook page were analysed to determine the nature of the discussions that took place. Learner attitudes towards the tasks and the training were examined through pre- and post-questionnaires and a focus group discussion. The results are discussed in terms of the problems encountered, and some suggestions for providing appropriate training to learning through mobile phones outside of class through social networking.
Sustaining Motivation for Japanese &quot;Kanji&quot; Learning: Can Digital Games Help?
Author: Nesbitt, Dallas
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Technology Uses in Education,Educational Technology,Second Language Instruction,Japanese,Written Language,Foreign Countries,Teaching Methods,Questionnaires,Journal Writing,Action Research,Teacher Attitudes,Student Attitudes,College Students,College Faculty

Educational digital games are often presented at Technology in Language Education conferences. The games are entertaining and are backed by research detailing how games can improve the learning experience through active critical learning, learner interaction, competition, challenge, and high learner motivation. The authors, inspired by such presentations, were interested in creating digital games to mitigate problems of demotivation in a beginner Japanese kanji (non-alphabetic script) class at Auckland University of Technology but found there was no body of research on digital games for learning non-alphabetic scripts. This paper contributes to filling this gap by describing the creation of three digital games for kanji learning. Difficulties were experienced during the development of the games and these are described with reference to the divide, discussed in gaming literature, between the type of digital games being showcased at conferences and the reality for teachers wishing to emulate the practice by developing their own digital games. Questionnaire responses and the game-related journal entries of three cohorts of learners were analysed, and teacher reflections on the action research project were used to answer the questions &quot;Should we be leaving this field to the experts?&quot; and &quot;Other than high-end multi-level curriculum-centred digital games, are there different gaming scenarios worth exploring?&quot;
Trends in EFL Technology and Educational Coding: A Case Study of an Evaluation Application Developed on LiveCode
Author: Uehara, Suwako
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Trends,English (Second Language),Second Language Instruction,Coding,Case Studies,Programming,Evaluation Criteria,Foreign Countries,Computer Literacy,Computer Software,Student Attitudes,Technology Uses in Education,Graduate Students,Questionnaires,Likert Scales,Spreadsheets,Feasibility Studies,Student Satisfaction,User Satisfaction (Information),Feedback (Response),Computer System Design

The availability of user-friendly coding software is increasing, yet teachers might hesitate to use this technology to develop for educational needs. This paper discusses studies related to technology for educational uses and introduces an evaluation application being developed. Through questionnaires by student users and open-ended discussion by the developers, the feasibility of educators to be involved in developing a new evaluation application is discussed. Results showed user satisfaction level of the application was high overall, although application updates incorporating feedback from users should be considered. Developing an evaluation application was achieved, and recommendations of design and software development are provided.
Apps and EFL: A Case Study on the Use of Smartphone Apps to Learn English by Four Japanese University Students
Author: Mindog, Emily
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computer Software,Telecommunications,Social Networks,Language Skills,Grammar,Vocabulary Development,Spelling,Asians,College Students,Foreign Countries,Student Attitudes,Case Studies,Language Proficiency,Semi Structured Interviews

This study explores, describes and analyzes the utilization of smartphone apps by four Japanese university students to support learning English as a Foreign Language (EFL). Findings indicate that intermediate language learners use apps to access content and communicate on SNS and are not keen on studying discrete language parts. Participants believe that using apps helped them with their four language skills (listening, reading, speaking, and writing), grammar, vocabulary and spelling. Use of apps (location, frequency and duration) seems to be determined by opportunity, personal preference and desire to use.
What Impact Does a Change-Agent Have on Faculty Use of Technology?
Author: Stanley, Iain
Date: 2015-00-00
Type: Journal Articles
Subjects: Change Agents,Technology Uses in Education,Database Management Systems,Courseware,Best Practices,Faculty Development,Fidelity,Educational Practices,Online Surveys,Inservice Teacher Education,Mixed Methods Research,Semi Structured Interviews,Program Effectiveness,Language Teachers,College Faculty,Teacher Attitudes,Foreign Countries,Workshops

This study was undertaken to examine the influence that a set of Professional Development (PD) initiatives had on faculty use of Moodle, a well-known Course Management System. The context of the study was a private university in Japan that specializes in languages. Specifically, it aimed to identify the way in which the PD initiatives adhered to professional development best practice criteria, and what impact the PD initiatives had on faculty use of Moodle. The study utilized a mixed-methods approach. Participants in the study were 42 teachers who worked at the university. The results indicated that the PD initiatives adhered closely to criteria posited in technology-related professional development best practice criteria. Further, results from the online survey and follow up face-to-face interviews indicated that while the PD initiatives that were implemented were positively perceived by faculty, they did not have the anticipated impact on Moodle use.
Imitating Podcasts by Providing Audio Content to Support and Enhance Language Learning
Author: Thomas, Simon
Date: 2015-00-00
Type: Journal Articles
Subjects: Audio Equipment,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Instructional Materials,Educational Technology,Teaching Methods,Student Projects,Task Analysis,College Students,Interviews,Electronic Mail,Student Attitudes,Qualitative Research,Case Studies,Online Surveys

The provision of supplemental educational and instructional content in podcast form is becoming increasingly widespread in first language education. However, amongst second language students in Japan the lack of literature illustrates podcast use has been limited. Imitating podcasts, educational and instructional materials in audio form were delivered to Japanese university English language learners directly by email to encourage and reinforce learning and prepare them for upcoming class content and tasks. Investigation revealed students' receptiveness to these materials, the benefits that they brought to learning, and how teachers in similar circumstances can utilize this alternative delivery method.
Assessment and E-Learning: Current Issues and Future Trends
Author: Cowie, Neil
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Language Acquisition,Educational Trends,Web 2.0 Technologies,Higher Education,Language Skills,Skill Development,Student Evaluation,Teaching Methods,Educational Change,Teacher Role,Language Teachers,Second Language Instruction

This paper describes different ways in which digital technology can be used for language learning. It then identifies some key trends connecting assessment and technology in language learning and higher education: the use of automated systems to enhance traditional assessment practices; the use of Web 2.0 tools to facilitate new assessment practices; and, the increase in new skills and content areas in language learning which are a consequence of the rise in the use of technology. These are especially important in the creation of collaborative digital projects. The paper concludes by pointing out the implications of these trends for pedagogy and changing teacher roles.
Helping Students to Learn the English Second Conditional by Blending Internet Resources with Virtual Worlds: The Results of a Study
Author: Kruk, Mariusz
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Internet,Technology Uses in Education,English (Second Language),Second Language Instruction,High School Students,Foreign Countries,Qualitative Research,Statistical Analysis,Grammar,Pretests Posttests,Questionnaires,Teaching Methods,Student Attitudes,Simulated Environment,Intervention

The paper presents the results of a study whose main aim was to investigate the effectiveness of using Internet resources and a browser-based virtual world in helping a group of students to learn the English second conditional. The sample consisted of thirteen third year students studying English at a Polish senior high school. The data were obtained by means of a grammar test administered before (pretest) and after the intervention (immediate and two delayed posttests), a background questionnaire and an evaluation sheet. The data were analyzed quantitatively and qualitatively. The results indicate that the instruction aided the subjects in using the target structure more correctly, not only immediately after the intervention but also in the long run. What is more, the students considered the lessons as a great learning opportunity.