ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Communicative Language Teaching Principles Alignment of English Textbook in Saudi Arabia Middle School
Author: Alharbi, Ahmed O.
Date: 2020-12-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),English (Second Language),Second Language Instruction,Second Language Learning,Curriculum Implementation,Textbooks,Textbook Evaluation,Evaluation Criteria,Alignment (Education),Educational Principles,Authentic Learning,Relevance (Education),Scaffolding (Teaching Technique),Accuracy,Language Fluency,Difficulty Level,Secondary School Curriculum,Middle Schools,Foreign Countries

This paper aims to analysis an English language textbook used in &quot;middle school&quot; (high school) in Saudi Arabia in-depth, to ascertain the type of pedagogy pushed by the teacher's book. The criteria of analysis are adapted from Communicative Language Teaching (CLT). These criteria are used to analyses the textbook in terms of how communicative it is and personalised, how authentic, how meaningful; its degree of linguistic complexity; whether it is scaffolded, accuracy or fluency oriented; and how much of all each of these categories is in the textbook activities. The methodology of this paper is qualitative and presents only one aspect, textbook analysis, of a broader case study which forms part of a Ph.D. project that explores the factors behind the failure of implementation of CLT in Saudi Arabia. The results of this analysis show that in the textbook there is a careful balance between accuracy and fluency. There are some person, alised and meaningful activities, however most of the activities lack of authenticity which limits freedom for the students in using use the target language.
Developing Medical Learning Materials to Promote Learners&apos; Creativity: A Corpus-Based Case Study
Author: Niu, Junwei
Date: 2020-12-00
Type: Journal Articles
Subjects: Medical Education,Instructional Materials,Creative Development,Foreign Countries,English (Second Language),Second Language Learning,English for Special Purposes,Medical Students,Personal Autonomy

For a long time in Mainland China, there exists a need for authentic supplementary materials and an extensive native speaker environment in courses like English as a Foreign Language and English for Specific Purposes. Yet, how to promote learners' creativity in the process of developing medical learning materials practice? This study aims to develop certain medical learning materials as an Enriched Corpus-Based English Supplement. Developing those proper medical learning materials for medical learners can help them to develop relevant strategies of corpus-based learning creatively. It had been conducted from December 2016 to November 2019 with four teachers and 180 third-year medical students at Xinxiang Medical University in the Medical English course. Mixed methods were chosen to observe and investigate the use of ECBES among third-year medical students. Both quantitative and qualitative data in the learning process and the outcome had been collected and analyzed. The practice showed that more than 60% of the learners thought they were language learners; their needs were the starting point of enriching creative supplementary materials. Quantitative data of learners' production after the practice were displayed, which implied that the ECBES practice of four skills was practical and useful. Then it discussed several aspects of qualitative indexes for the learners' creative production, such as their choosing autonomy opportunities, practice opportunities from the learners' views. The findings suggested that certain corpus-based materials could be developed to promote learners' creativity in ESP learning.
Exploring the Effect of Using WhatsApp on Saudi Female EFL Students&apos; Idiom-Learning
Author: Almogheerah, Ameera
Date: 2020-12-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Foreign Countries,Females,English (Second Language),Second Language Learning,Language Patterns,Student Attitudes,College Students,Learning Activities,Electronic Learning,Computer Assisted Instruction

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL)students compared to conventional method. It also examined the students' perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students' perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a prepost idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.
Reading Assessment: A Case Study of Teachers&apos; Beliefs and Classroom Evaluative Practices
Author: Boubris, Abdelbassed Anes
Date: 2020-12-00
Type: Journal Articles
Subjects: Reading Tests,Teacher Attitudes,Evaluation Methods,Foreign Countries,English (Second Language),Second Language Instruction,Reading Skills,College Faculty,Formative Evaluation,Reading Comprehension

Research has revealed that teachers' thinking processes highly influence their instructional and evaluative behaviors. Understanding teachers' beliefs and theoretical orientations about reading are more than necessary to rethink reading instruction and assessment. The present paper reviews a case study conducted at the Department of English, Tlemcen University, Algeria. The study looked at teachers' beliefs and theoretical orientations regarding reading assessment and its effect on EFL learners' comprehension ability. It examines the correspondence between reading teachers' theoretical orientations and classroom reading assessment. This study included 20 teachers and 120 students. Data collection procedures included questionnaires and classroom observations. Data analysis exposed the congruence between teachers' beliefs about reading and classroom reading assessment. Moreover, standardized classroom reading assessment negatively impacted learners' comprehension ability and reading motivation. The discussions underscored the importance of alternative reading assessment methods such as portfolios, which represent genuine and effective language learning strategies according to modern research.
Formulation Processes of Monolingual, Bilingual, and Biliterate Writers: Effects of Biliteracy
Author: Ng, Elaine
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy,Monolingualism,Bilingualism,High School Students,English (Second Language),Second Language Learning,Chinese,Foreign Countries,Writing Processes,Comparative Analysis,English,Native Language,Vocabulary Skills,Writing Strategies,Problem Solving,Transfer of Training,Protocol Analysis

By looking beyond their written products into what they do as they write, this mixed methods study offers insights into the writing process of writers who have mastered one language and those who have mastered two. It investigates the cognitive effects of bilingualism and biliteracy on the writing processes of years ten and eleven Sydney high school writers across three groups (N = 30): English monolinguals, Chinese-English bilinguals, and Chinese-English biliterates, focusing on their formulation processes (i.e., how thoughts are converted into language and the written form). Findings indicate distinctive features and patterns of writing behaviours, possibly reflecting specific strengths and weaknesses for each group. The monolinguals demonstrated strategic use of vocabulary, while the biliterates and bilinguals demonstrated prospective and retrospective behaviours when formulating. These findings are discussed in light of studies on the writing process and on the effects of bilingualism.
Lexical and Structural Ambiguities in Student Writing: An Assessment and Evaluation of Results
Author: Demir, Cüneyt
Date: 2020-11-00
Type: Journal Articles
Subjects: Writing (Composition),Ambiguity (Semantics),Lexicology,Syntax,Writing Evaluation,Novices,College Students,Writing Tests,Verbs,Grammar,Nouns,Form Classes (Languages),Metalinguistics

Ambiguities are naturally found in languages and largely categorized into lexical and syntactical ambiguities. They are responsible for ambiguous expressions and may cause confusion in readers; therefore, accurate evaluation of them is critical for clear writing which is one of the prominent prerequisites for academic writing. The literature shows that novice writers such as students are those who suffer from ambiguity the most. Accordingly, the present study examined student writing to reveal students' lexical and syntactical ambiguities in their writing and evaluate the result accordingly. The aim of this study is to investigate whether lexical or syntactical ambiguities are more common in student writing, and also to suggest some pedagogical implications for the instructors at higher education to disambiguate expressions. This study collected data from four exams held in 2019-20 fall and spring terms. The results showed that student writing includes more lexical ambiguities than syntactical ambiguities and students are more prone to lexical ambiguities of verbs when compared to other grammatical items.
Gender-Inclusivity and Gender-Neutrality in Foreign Language Teaching: The Case of French
Author: Peters, Hugues
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,LGBTQ People,Gender Issues,Second Language Instruction,Student Diversity,Language Usage,French,Grammar,Social Bias,Social Justice

This is a secondary research discussion paper on the issue of non-conforming gender-inclusivity or neutrality in foreign language teaching of gender-based languages. Australian universities welcome increasingly diverse populations of students. One source of diversity among the student population is characterised by the notion of gendered identities, and especially the affirmation of the rights of LGBTQIA+ communities. Universities aim to show equal respect to all gendered identities. It entails using the language that is most respectful to refer to people in a non-sexist, gender-neutral, or gender-inclusive manner, and to allow students to use the language they are most comfortable with. The demands for gender-inclusive and/or gender-neutral language brings some new challenges with respect to the teaching of gender-based foreign languages. In this article, I delineate these challenges with regards to the teaching of French as a foreign language. There is a growing body of literature on ESL Queer teaching, but a paucity of information about this issue in the foreign language teaching of gender-based languages. Even the best-intentioned teacher can therefore feel insecure because of the lack of information. I specifically review strategies on how to deal with the introduction of gender-inclusive and gender-neutral modes of expression in foreign language teaching, dealing with so-called inclusive writing and the neo-morphemes that have been proposed, and examine how language teachers can raise awareness among their student population about LGBTQIA+ issues.
The Impact of Pleasure Reading on Enhancing Writing Achievement and Reading Comprehension
Author: Attiyat, Nazzem Mohammad Abdullah
Date: 2019-03-00
Type: Journal Articles
Subjects: Recreational Reading,Writing Achievement,Empathy,Reading Comprehension,Reading Writing Relationship,Grammar,Vocabulary Development,Language Fluency,Learning Processes,Learning Motivation

Reading opens up wide-reaching paths for knowledge as it deepens the feelings of empathy. Therefore, it represents a unique skill consists of a mixture of several procedures that encourage the interaction with printed words for content and pleasure. The current study tries to identify the impact of pleasure reading on enhancing writing achievement and reading comprehension. The study has employed different data collection methods, such as published research, articles, books, theses, and dissertations that are related to the study matter to provide answers to the following question: &quot;Do pleasure reading have an impact on enhancing writing achievement and reading comprehension?&quot; The results reveal that; pleasure reading has a positive impact on enhancing writing achievement and reading comprehension. In addition to, pleasure reading provides readers with entertainment, relaxation, comfort, as it also offers them a creative outlet and means of escape, which, in turn, affect positively effect on the writing performance. Moreover, reading helps learners develop their writing experience by inspiring them, expanding their vocabulary, and improving their grammatical structure. The current study recommends applying more reading programs into schools to encourage reading. It also suggests conducting more studies in order to realize the true potential of reading and its impact on learners' written works and reading comprehension.
A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego-Translanguaging Lens Approach
Author: Abdulaal, Mohammad Awad Al-Dawoody
Date: 2020-12-00
Type: Journal Articles
Subjects: Metalinguistics,Code Switching (Language),Native Language,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Foreign Countries,Language Tests,Writing Tests,Scores,Pretests Posttests,Monolingualism,Graduate Students,College Seniors,Semitic Languages

This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners' reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as ([mu]1=7) in the experimental group and ([mu]2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that [mu]1 &gt; [mu]2 with an estimation difference of 1.535, where [mu]1= 6.818 and [mu]2 = 5.28
Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners
Author: Mahyoob, Mohammad
Date: 2020-12-00
Type: Journal Articles
Subjects: Barriers,Electronic Learning,Distance Education,COVID-19,Pandemics,Internet,Integrated Learning Systems,Student Motivation,Student Satisfaction,Undergraduate Students,Instructional Effectiveness,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries

COVID-19 has disrupted most of the industries in the world. Education is the only industry that is completely transferred to online mode in most countries around the world. Online learning was the best solution for continuing education during the pandemic, especially in tertiary education. This study aims to determine the challenges and obstacles confronted by English language learners (EFL) in Science and Arts College, Alula, Taibah University, Saudi Arabia, during switching to online learning in the second semester of 2020 due to the COVID-19 pandemic. The contribution of this study is to evaluate the learners' new experiences in online education and to assess the feasibility of the virtual methods of learning. This is achieved by analyzing 184 learners' responses to the survey-based questionnaire. A descriptive statistical method was used to test the validation of the study. It is found that the main problems that influence and impact online EFL learning during COVID-19 are related to technical, academic, and communication challenges. The study results show that most EFL learners are not satisfied with continuing online learning, as they could not fulfill the expected progress in language learning performance.
Conversation Analysis Tool as an Effective Means for Teaching the University Courses of English and World Literature
Author: Kokhan, Roksoliana
Date: 2020-12-00
Type: Journal Articles
Subjects: Discourse Analysis,World Literature,Teaching Methods,Majors (Students),Second Language Learning,Second Language Instruction,English (Second Language),Class Activities,Dialogs (Language),Formative Evaluation,College Seniors,Fiction,Pragmatics,Communication Skills,21st Century Skills

This paper aims to demonstrate the effectiveness of the Conversation Analysis Tool in the context of teaching world literature to senior students majoring in English philology. The authors present their experience of undertaking a three-month online course &quot;Constructive Classroom Conversations: Mastering Language for College and Career Readiness,&quot; hosted by Stanford University, and discuss the benefits of applying this tool at universities. The study describes the basic mechanisms of the Conversation Analysis Tool aimed at developing specific communication skills in students of English for Speakers of Other Languages. The central research question is whether this method is as feasible for teaching literature as it is for language classrooms. The authors demonstrate their takeaways from applying this technique in teaching world literature, namely, analyzing literary dialogues in different classroom activities. The research findings indicate that the Conversation Analysis Tool is an efficient method for the formative assessment of senior students in the world literature classroom. This technique helps students reveal the pragmatic features of fiction dialogues, the writer's narrative intentions, and the reader's expected reception. The suggested method also demonstrates students' progress in the studied topics and identifies possible gaps in mastering the educational content. The significance of the study extends beyond the specified context, as the search for novel instruction techniques targeted at improving communication skills in the 21st-century globalized world is relevant for any educational sphere. Consequently, the research findings of this paper can be applied in different teaching settings.
The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia
Author: Almahasneh, Abdallah Mohammad Salem
Date: 2019-03-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Peer Evaluation,Feedback (Response),Teaching Methods,Writing Achievement,Writing Improvement,Essays,Arabs,High School Students,Adolescents,Grade 10,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student's writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P &lt; 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.
The Impact of the Formative Assessment in Speaking Test on Saudi Students&apos; Performance
Author: Alahmadi, Nesreen
Date: 2019-03-00
Type: Journal Articles
Subjects: Formative Evaluation,Language Tests,Second Language Learning,Second Language Instruction,Foreign Countries,Summative Evaluation,Speech Communication,Barriers,College Students,Learning Processes,Feedback (Response),Skill Development

The current research takes place at the English language department at Taibah University, Saudi Arabia, where all students are enrolled in undergraduate studies and must study English language course as a core module in their first year. One of the most challenging tests faced by Saudi students in their studies, is the summative speaking test. The test is consisting of three tasks in which students required to go through them all. Accordingly, there is a need to seek approaches to enhance students' performance in the speaking test. In other words, formative assessment has not been used to overcome the challenges faced by the Saudi students at Taibah University in the speaking test. This research aims to investigate whether a formative speaking assessment has a significant impact on students' performance in the summative test. Also, it aims to monitor student learning and to provide constructive feedback that can be used by teachers to improve students' learning and help the students to identify their strengths and weaknesses in speaking skills. This study concludes that formative assessment helps Saudi students to overcome the challenges they face in speaking test. It is also recommend constructive feedback to improve their speaking performance.