ethanporcaro/eric-fulltext-meta huggingface dataset:
Feedback Is a Gift: Do Video-Enhanced Rubrics Result in Providing Better Peer Feedback than Textual Rubrics?
Author: Ackermans, Kevin
Date: 2021-06-00
Type: Journal Articles
Subjects: Feedback (Response),Video Technology,Scoring Rubrics,Peer Relationship,Student Evaluation,Formative Evaluation,Foreign Countries,Secondary School Students,English (Second Language),Second Language Learning

High-quality elaborative peer feedback is a blessing for both learners and teachers. However, learners can experience difficulties in giving high-quality feedback on complex skills using textual analytic rubrics. High-quality elaborative feedback can be strengthened by adding video-modeling examples with embedded self-explanation prompts, turning textual analytic rubrics (TR) into so-called 'video-enhanced analytic rubrics' (VER). This study contrasts two experimental conditions (TR, n = 54; VERs, n = 49) with their version of the anonymized online tool (used to collect the given feedback in 'Tips for improvement and Tops identifying strengths'). Peer feedback quality (concreteness and consistency) was evaluated using Natural Language Processing. As expected, the video-enhanced rubrics condition resulted in a higher quantity of words used and a lower amount of naive wording compared to the textual rubric condition. Contrary to our assumptions, it did not lower the amount of non-constructive wording nor improved the amount of behavioral and process-related feedback. Possibly, the transition from providing more feedback to delivering more accurate behavioral and process-related feedback has not yet been made in the time set for the study.
An Analysis of the Writing Skill of Mexican Learners of English
Author: Rodríguez-Silva, Luis Humberto
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Skills,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Holistic Approach,Accuracy,Difficulty Level,Grammar,Feedback (Response),Error Patterns,Spanish Speaking,Late Adolescents,Undergraduate Students,Foreign Countries

Analyzing the writing skill of English language learners emerges from understanding the accuracy, fluency, and complexity of texts and classifying written errors according to syntax, morphology, and lexicon. In this quantitative descriptive-analysis study, the participants included thirty one Spanish-speaking, Mexican English language learners who were enrolled in an English skills development course designed for B1-B2 English language learners. The participants had 50 minutes to write a narrative essay based on an image that served as context. Of the 31 texts, the findings show that 901 total errors were classified into three metalinguistic categories (i.e., syntax, morphology, and lexicon) and in terms of written development (i.e., accuracy, fluency, and complexity), suggesting that a holistic approach to instruction and assessment in the English language classroom can provide a clearer context when developing writing skills.
Developing English Listening Skills: Can Active Learning Help?
Author: Elmetaher, Hosam
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Active Learning,Group Discussion,Interaction,Listening Skills,Skill Development,Cooperative Learning,Undergraduate Students,Late Adolescents,Foreign Countries

Listening is often a challenge for foreign/second language learners. Unlike other language skills, listening requires immediate understanding and processing (Vandergrift, 2004) and background knowledge of the target language culture (Vandergrift, 2007; Walker, 2014). Krashen (1985) argued that language can be acquired with comprehensible input; therefore, studies have focused on developing listening skills through both intensive and extensive listening (e.g., Chang &amp; Read, 2006; Jones, 2008; Renandya, 2011). This paper has taken a different approach in that developing listening skills might happen through interaction where learners discuss and negotiate, and not solely through intensive input (Ellis, 1997). Accordingly, the current study examines whether active learning group discussion activities help develop lower-level students' listening comprehension skills. The study creates and implements fifteen active learning group discussion activities based on insights from Elmetaher's (2021) &quot;Active Learning Checklist&quot; for a full academic term with a group of 25 L1 Japanese students enrolled in a compulsory academic listening course in a Japanese southern university. Pre- and post-listening tests were developed, administered, and showed a significant increase of the listening scores in this group. A discussion on the effectiveness of 'group discussion' in developing listening skills with a newly introduced Four Questions (4Q) teaching strategy has been included.
The Positive and Negative Effects of Tonal L1 on the Acquisition of Tonal L2: A Case of the Standard Thai Tones and the Chinese Zhuang Learners
Author: Phonphanich, Siriluck H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Thai,Chinese,Tone Languages,Second Language Learning,Second Language Instruction,Syllables,Phonemes,Word Lists,Foreign Countries,College Students,Females,Phonology,Accuracy,Error Patterns,Acoustics

This study is a case study of the effects of tonal L1 on the acquisition of tonal L2, comparing two groups of tonal L1 learners, namely, Chinese Zhuang (C+Z) and Chinese non-Zhuang (C-Z) in the same classroom. The two groups of learners read aloud 60 words from a Thai wordlist, then their tone production was analyzed in two dimensions. The phonological analysis focused on tone error patterns while the acoustic analysis focused on the fundamental frequency (F0) compared to the Thai native speakers. The Praat Program was employed for the acoustic part. The analysis of tone errors showed positively that the C+Z group had higher rates of accuracy than the C-Z group, arguably due to their familiarity with Tai tone patterns, with no confusion stemming from Zhuang tone patterns. Contrastingly, the phonetic characteristics findings showed negatively that the C+Z group shared less similar production with Thai native speakers group than the C-Z group's ones, arguably due to L1 interference. The current study confirmed both positive and negative effects of tonal L1 on the acquisition of L2 tones. Therefore, tonal problems should be investigated closely and identified clearly for the efficiency and effectiveness of tone acquisition training.
Teachers&apos; Beliefs and Teaching Practices about Communicative Language Teaching (CLT) in a Thai EFL Context
Author: Pitikornpuangpetch, Chayanant
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,College Faculty,English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Teaching Methods,Correlation,Teacher Role,Grammar,Error Correction,Authentic Learning,Public Colleges,Foreign Countries

This study investigates Thai EFL teachers' beliefs regarding Communicative Language Teaching (CLT) and their teaching practices in General English (GE) classrooms. Data collection methods consist of semi-structured interviews, classroom observations, and fieldnotes. Seventeen teachers participated in the interviews and nine teachers' classroom teaching practices were observed in four public Rajabhat universities from four provinces of the lower northeastern area of Thailand. The selection of participants was conducted via purposive sampling technique and data were analyzed via an interpretive approach and thematic analysis. The findings reveal that the teachers had strong beliefs that were mostly consistent with the CLT principles because of the benefits derived in terms of developing students' communicative competence. The teachers applied the CLT approach in their classrooms, but adopted only some CLT principles. The teachers' teaching practices were not in line with their beliefs concerning CLT due to various reasons and factors that might be related to the local teaching contexts which have influenced teaching practices.
Teacher Cultures: In Search of Their Contents and Forms
Author: Hongboontri, Chantarath
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Influences,International Schools,Teaching Methods,Teacher Attitudes,Collegiality,Individualism,Professionalism,Self Concept,Foreign Countries,Teacher Collaboration,Peer Relationship,Peace,Kindergarten,Elementary Secondary Education,Language Teachers,Second Language Learning,Second Language Instruction,Work Environment,Work Attitudes,Teacher Characteristics,Cultural Differences

This mixed-methods study aims to explore the patterns of teacher and their effects on teachers' lives and work. To do so, the researchers went into one international school in Thailand and requested participation from 25 foreign language (FL) teachers. All the participants completed and returned a questionnaire and participated in one-on-one interviews and observations. Calculation of the questionnaires with SPSS (version 20) demonstrated the participants' high favoritism of teachers' collegial relations. Nevertheless, the researchers' analysis of their descriptive data with open and axial coding techniques opposed the numeric data and strongly supported the existence of balkanization, individualism, and contrived collegiality among these participants. The findings of the present study challenge (FL and other subject disciplines) teachers to consider the focus and the depth of teacher cultures. More importantly, they urge teachers, school administrators, and policy makers to anticipate the growing effects of teacher cultures on teachers' sense of professionalism related to their lives and work.
Camp Bioscience: Developing a Biology Summer Camp for Upper Elementary Students
Author: Buo, Carrie
Date: 2021-08-00
Type: Journal Articles
Subjects: Summer Programs,Elementary School Students,Biology,Camps,Grade 5,STEM Education,College Faculty,Graduate Students,Science Interests,Outreach Programs,Scientists,Program Effectiveness,Student Attitudes,Student Interests

Informal outreach programs can provide authentic science experiences for elementary school students, who may not have these experiences in formal school settings. Research indicates that students lose interest in science in middle school, so it's important to reach them early. To address this need, we designed a summer camp focused on exposing children in 5th grade to current research projects being conducted by STEM faculty and graduate students at the university to increase their understanding of science practices and interest in STEM. This paper describes the outreach model focused on authentic science research projects and direct exposure to scientists and their work. We investigated the influence of participating in the camp on students' understanding of the nature of science, and their interest in science. Data collection included pre-and post-student surveys, observation data, and artifacts. Students reported gains in understanding of authentic science practices on the surveys (p = 0.0055), while observation data exhibited a progression of learning throughout the week. Additional data were collected to monitor student engagement with the activities to improve future iterations of the camp as a summer program.
Comparing the Effect of Morphological Analysis and Incidental Learning on the Acquisition of TOEFL Vocabulary
Author: Azad, Mohammad Taghei
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Vocabulary Skills,Incidental Learning,Teaching Methods,English (Second Language),Language Tests,Second Language Learning,Learning Strategies,Second Language Instruction,Vocabulary Development,Comparative Analysis,Reading Tests,Pretests Posttests,Metalinguistics,Morphemes,Latin,Greek,Translation,Scores,Retention (Psychology),English for Academic Purposes,Foreign Countries

Morphological analysis and incidental learning are two vocabulary learning strategies that language learners may use in order to acquire the meanings of new words. To date, however, few studies have compared the effectiveness of these two strategies. Hence, the current study was carried out to compare the effect of morphological analysis and incidental learning of words that appeared in ten actual TOEFL reading passages from 2010 to 2018 (henceforth, TOEFL vocabulary/words). Eighty upper-intermediate Iranian foreign language learners participated in the study. A pretest was administered to determine the TOEFL words the participants could not supply a synonym, a similar expression, or a translation for at the onset of the study. Next, the participants were randomly divided into two groups: the Morphological Analysis (MA) group, who learned the vocabulary through learning the meanings of Greco-Latin roots in the words, and the Incidental Learning (IL) group, who learned the TOEFL vocabulary through multiple exposures to the words in different contexts. Then, a posttest was administered to investigate the effect of each of these strategies on recognizing the meanings of the TOEFL words. Running a t-test, the groups' mean scores on the pretest and posttest were compared. The results of the study indicated that the MA had a more significant effect on vocabulary retention than the IL. Based on the findings of the study, it is recommended that MA be employed as a valuable source for TOEFL vocabulary learning and teaching by both teachers and learners, and as a strategy for vocabulary teaching in ESP or EAP courses as the vocabulary in such courses is heavily loaded with Greek and Latin roots.
Describing Informal Learning Experiences among College-Age Adults
Author: Heim, Ashley B.
Date: 2021-05-00
Type: Journal Articles
Subjects: Informal Education,Undergraduate Students,Late Adolescents,Learning Experience,Personal Autonomy,Learning Motivation,Context Effect,Parks,Biology,Introductory Courses,College Science,Majors (Students),Barriers,Field Trips,Public Colleges

While the autonomous nature of free-choice learning can have numerous positive effects on student learning in science fields, there is a lack of research on how college-age adults learn in informal settings. The purpose of this study was to quantitatively describe college-age adults' experiences at informal learning settings by administering the Informal Learning Experiences Survey (ILES), which is intended to serve as a tool for practitioners to reflect on undergraduates' participation in learning experiences at informal settings. We administered the ILES to 441 introductory biology undergraduates in Fall 2018 at a single institution and found the most commonly visited informal learning setting in the last six months among our participants was city, state, and national parks. Further, participants reported that their main reason for learning about science at informal settings was for fun and enjoyment, and that their primary barrier against engaging in learning at informal settings was limited finances. We hope the ILES will (a) allow instructors of introductory college biology courses to reflect on and describe the prior experiences and interests of their students related to learning in informal settings, and (b) inform program directors at informal learning settings about how to better incorporate experiences designed for college-age adults.
&quot;I&apos;m Going to Remember This Audition for a Long, Long Time!&quot;: Simon Cowell&apos;s Compliments on Spectacular Performances on America&apos;s Got Talent and Britain&apos;s Got Talent
Author: Charoenroop, Pattrawut
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Television,Talent Identification,Language Usage,Pragmatics,Judges,Positive Attitudes,Competition,Foreign Countries

Most studies on talent competition shows (e.g., Culpeper &amp; Holmes, 2013; Garces-Conejos Blitvich et al., 2013; Tang, 2016) do not delve into the role of judges giving positive comments to contestants. This paper investigates Simon Cowell's compliments given to Golden Buzzer winners on America's Got Talent (henceforth AGT) and Britain's Got Talent (henceforth BGT) between 2016 and 2020. Apart from the studies on compliments being scarce, the existing coding schemes are not fine-grained. This paper improves the coding schemes. Moreover, previous studies on compliments (e.g., Chen &amp; Rau, 2015; Lin, 2020) compared judges' pragmatic variations cross-culturally, but none of them compared the pragmatic variations of an individual judge. This paper then explores Cowell's pragmatic variations while serving as a judge on AGT and BGT over the last five years. Data was collected from Golden-Buzzer winning auditions uploaded on YouTube. Cowell's compliments were transcribed and later analyzed according to the modified coding schemes. Results show that there were some pragmatic variations in Cowell's use of compliments. He used a greater number of explicit compliment strategies and more explicit compliment sub-strategies on AGT. Such pragmatic variations, however, are small, and there are marked similarities.
Investigating the Effect of Podcasting on Iranian Intermediate EFL Learners&apos; Listening Comprehension Skill
Author: Sheylani Bakhsh, Hamid
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Audio Equipment,Information Dissemination,English (Second Language),Second Language Learning,Listening Comprehension,Listening Skills,Second Language Instruction,Adolescents,Young Adults,Program Effectiveness

This study investigated the possible effect of podcasting on Iranian intermediate EFL learners' listening comprehension skill. A total number of seventy EFL learners were selected based on their performance on Oxford Placement Test (OPT). Then, they were divided into two groups (one experimental and one control group). Pre-test of listening was administered to both groups at the beginning of the study to examine their listening before introducing the treatment. Then, the experimental group received fifteen sessions of treatment which was teaching listening skill through podcasting while the control group received the traditional way of teaching. Afterward, both groups attended the post-test of listening at the end of the study. The data were analyzed through running the Independent and Paired Samples T-test methods. Based on the statistical analyses, it was concluded that podcasting had a statistically significant effect on Iranian intermediate EFL learners' listening ability. The findings also revealed that there was a statistically significant difference in the post-test scores between control and experimental groups. That is, the experimental group outperformed the control group in post-test of listening comprehension and the progress within the group for the experimental group was higher than that of the control group.
Citation Practices among Iranian Applied Linguists: A Narrative Inquiry
Author: Meihami, Hussein
Date: 2021-00-00
Type: Journal Articles
Subjects: Citations (References),Applied Linguistics,Academic Language,Researchers,Research Skills,Faculty Publishing,College Faculty,Comparative Analysis,Curriculum Development,Foreign Countries,Graduate Students,Masters Programs,Doctoral Students,Academic Rank (Professional),Writing for Publication,Research Reports,Periodicals,Authors

Citation practices are considered to have a critical role in academic discourse across different disciplines. However, the citation practices of applied linguists have not been regularly investigated. Therefore, the researchers examined the factors affecting the use of citations of eleven Iranian applied linguists with differing research abilities. The researchers analyzed the narratives using Strauss and Corbin's (1998) systematic approach through MAXQDA 20. The results of narrative analyses showed similarities in factors motivating both low-ability and high-ability researchers to use citations. However, high-ability researchers seemed to exercise more options when citing sources. The conclusions reached demonstrate that the more experienced researchers are the most qualified to use citations for the purposes of construction and reconstruction of disciplinary knowledge. Implications for curriculum development are discussed.
Evaluation of Physical Education Teacher Candidate Views towards Inclusive Education Approach
Author: Aksakal, Nalan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Preservice Teachers,Inclusion,Student Characteristics,Students with Disabilities,Gender Differences,Teaching Methods,Regular and Special Education Relationship,Age Differences,Marital Status,Familiarity,Teacher Competencies,Knowledge Level,Student Evaluation,Student Needs

The aim of this study is to evaluate the views of physical education teacher candidates regarding inclusive education. 119 students participated from Anadolu University and Sakarya University in this work in which a descriptive survey model is used. Inclusive Education Survey was used to obtain the data. Results show that there is no statistically significant difference between mean values of the views' sub-dimensions in accordance with &quot;university,&quot; &quot;age,&quot; &quot;marital status,&quot; &quot;person with disabilities in the family,&quot; &quot;special education&quot; and &quot;inclusive education&quot; parameters. However, a statistically significant difference between &quot;recognition and application ability of the principles of inclusive education&quot; in relation to the &quot;gender&quot; parameter is observed. There is also a statistically significant difference between &quot;recognition and adequacy in the usability of the methods and techniques used in inclusive education&quot; with respect to &quot;participation in lectures, courses, seminars, etc. related to inclusive education&quot; parameter. In conclusion, although inclusive education is accepted both in legal, practical levels in Turkey, it is obvious that there are no lectures regarding inclusive education when existing physical education and sports teaching undergraduate programs are investigated. Application dimension must also be included along with the theoretical knowledge so that inclusive education meets its objective.
Learning Competencies of Two Science Textbooks for Grade 9: A Comparative Content Analysis Based on Bloom&apos;s Revised Taxonomy of Cognitive Domain
Author: Derico, Hidaya U.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Grade 9,Textbooks,Textbook Content,Thinking Skills,Textbook Preparation,Taxonomy,Cognitive Processes

The K-12 Science curriculum envisions the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, innovative and creative citizens, informed decision makers and effective communicators. To achieve these, higher order thinking skills must be developed among the learners. Textbook serves as a vehicle for the promotion of a specific vision of curricula. One of the important parts of the textbook was the stated learning objectives because it serves as the basis for any kinds of assessments. Thus, this study aimed to analyze learning objectives of science textbooks in order to determine if it contribute to the development of higher order thinking skills among the learners of grade 9. The findings revealed that the science textbooks were inadequate for the development of higher-order thinking skills. Science textbooks gave more emphasis to lower order thinking skills instead. Therefore, it is highly recommended that teacher should supplement more activities that promote higher order thinking skills and the authors of the textbook should modify the learning objectives of the science textbooks in a regressive sequence of cognitive process levels and gave more emphasis on the metacognitive knowledge dimension of Bloom's revised taxonomy.