ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Pragmatic Comprehension and Production: Corpus-Based Teaching of Formulaic Sequences in an EFL Setting
Author: Yilmaz, Nihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Pragmatics,Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Oral Language,Instructional Effectiveness,Language Processing,Pretests Posttests,Comparative Analysis,North American English,Foreign Countries,Phrase Structure

The present study aims to explore the effects of corpus-based teaching on English language learners' pragmatic comprehension and production of 19 formulaic sequences (FS), categorized under agreements, disagreements, self-clarifications and other-clarifications. The study had a quasi-experimental research design with a pre-test, immediate post-test and delayed post-test. A total of 35 students participated in the study and were divided into two groups. The experimental group (N=19) received corpus-based teaching whereas the control group (N=16) was exposed to traditional instruction and did not receive treatment at all. The results showed that there was a significant difference between the pre-test and immediate post-test and between immediate post-test and delayed post-test regarding the production of the targeted items for the experimental group. The findings indicate the effectiveness of corpus-based teaching in oral production, and the need for learners to engage with the real language data, corpus data, to improve their pragmatic competences.
Is Printed-Text the Best Choice? A Mixed-Method Case Study on Reading Comprehension
Author: Kazazoglu, Semin
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Printed Materials,Handheld Devices,English (Second Language),College Freshmen,Second Language Learning,Student Attitudes,Reading Attitudes,Foreign Countries

Reading is a basic language skill which is essential not only because it develops the literacy skills of the students but because enables them to comprehend and formulate the discourse within a language. Lack of reading, on the other hand, causes impairment of comprehension and affects the academic progress of students greatly. The range of studies suggesting that screen-based reading has a greater effect than primarily paper-based is growing each day. Accordingly, this study aims to set forth the effects of screen-based versus paper-based reading on reading comprehension of English. This is a mixed-method case study, conducted by a group of 30 freshmen, majoring in English Language Teaching undergraduate program at a state-run university. As a tool for data collection, performance tests and written opinion forms were used. Before the study, three different reading texts have been specified. Of these, two were printed, and four of them were digital. Two of the digital text was plain text (pdf); the other two texts were enriched with pictures and links (hypertext). After reading the texts, the participants answered the reading comprehension questions provided by the researcher. Besides, after each application, the written views of the participants have been gathered. In the process of data analysis, performance tests have been scored, and written views are divided into themes. As a result, the success of the application with the highest means score has been identified as the first and fourth reading texts, which were printed. The two lowest success means are identified as containing links to text pictures and hypertext. The findings additionally discovered that students who study texts in print, scored substantially higher at the studying comprehension tests than the students who study the texts digitally. All in all, this study involves several pedagogical implications for reading comprehension in the field of foreign language settings.
Development of a Training Module to Improve Initial ELT Proficiency among Student-Teachers in Multi-Ethnic Community Schools
Author: Xiao, Youxing
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Lesson Plans,Course Descriptions,Teaching Methods,Student Teachers,Language Teachers,Instructional Effectiveness,Needs Assessment,Teacher Competencies,Ethnic Groups,Minority Groups,Community Schools,Foreign Countries,Program Descriptions,Teacher Education Programs

This study aimed to investigate the current needs of student-teachers' professional development, develop a training module to improve their initial ELT proficiency and determine its effectiveness. The mixed methods research design with parallel strategy, starting with the quantitative and following by the qualitative research methods were employed in eliciting various sets of research data. Numerous instruments were utilized in different stages with 168 respondents (student-teachers and English teachers), 18 informants (parents, kindergarten English teachers, principles ans stakeholders) and 58 participants (student-teachers). The ADDIEM training process was adopted as a guideline for the framework to develop the training module. The study resulted in the following outcomes: 1) fourteen prioritized topics within the four transformed training modules (Linguistic Bases, Lesson Design, Teaching Techniques and Teaching Demonstration) were identified as the challenges facing the current student-teachers; 2) training objectives and its syllabus, lesson plans, instructional strategies, training participants and location, delivery of the training, and training evaluation and improvement were defined sequentially in each phase as the specific components of the training activities; and, 3) the ADDIEM Training Process, constituting of the six phases of need analysis, design, development, implementation, evaluation and modification, was merged systematically to develop a feasible training module, and the training program was highly accepted because of its effectiveness of great benefit and satisfaction. Finally, the constructive recommendations in view of focusing on establishing a pleasant teaching and learning environment, ensuring sufficient training periods, identifying the trainer's professional traits and competences, specifying trainees' background knowledge, altering training models at the in-service level were made for future practice and research.
Examining the Relationship between Latinos&apos; English Proficiency, Educational Degree, Language Preferences, and Their Perceptions on the Americans
Author: Peker, Hilal
Date: 2020-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Language Proficiency,English (Second Language),Second Language Learning,Spanish,Language Attitudes,Preferences,National Surveys,Educational Attainment,Academic Degrees,Correlation,North Americans

Using data from the 2018 National Survey of Latinos that was conducted by The Pew Hispanic Center/Kaiser Family Foundation, the researcher in the present study reports on the perceptions of Latinos on English and their educational degrees as well as their language preferences. This non-experimental quantitative study is considered one of the first ones focusing on Latinos' language preferences conducted all over the United States. A highly randomly stratified 2,288 Latino adults (1,041 males and 1,091 females) who are 18 years old or older identified themselves as Latinos in this study. These participants were from 48 states in total. The results indicated that there was a positive relationship between the last degree attended and participants' English proficiency; however, there was no association between participants' preference of English over Spanish and their perceptions on the friendliness/closeness of American individuals. The implications and future direction are recommended at the end of the study based on these results.
Move Analysis of Research Article Abstracts in the Field of ELT: A Comparative Study
Author: Kaya, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Researchers,Documentation,Research Reports,Discourse Analysis,Academic Language,Writing (Composition),Turkish,Native Language,Material Development,Text Structure,Journal Articles,English

This study aims to make a comparison between research article abstracts written by two groups in the field of English Language Teaching (ELT) by Turkish scholars and non-Turkish scholars working in Anglophone countries to find the rhetorical structure they employ in their abstracts. To achieve this purpose, 390 research article abstracts, 195 abstracts from each group, were analyzed. To analyze the abstracts, Hyland's (2000) model with five moves was employed. In addition to the descriptive statistics, the Chi-Square test was used to find whether there are any statistical differences between two writer groups in terms of move use. Results showed that there are no statistically significant differences in terms of moves between the two groups. However, three moves (purpose, method, product) frequently occurred in Turkish writers' abstracts while foreign writers include four moves (purpose, method, product, conclusion) more commonly in their abstracts. These findings have some implications for researchers, particularly for developing teaching materials for academic writing courses that can guide scholars to successfully participate in the international discourse community.
Discoursing Children Characteristics of Zenith Bank®, Nigeria, Advertising: An Expression of Clause as Representation
Author: Dalamu, Taofeek O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Advertising,Persuasive Discourse,Laptop Computers,Guidelines,Banking,Parent Child Relationship,Phrase Structure,Grammar,Mothers,Fathers,Children,Merchandise Information,Family Relationship,Foreign Countries,Discourse Analysis,Internet

This study illuminated the strategy of Zenith Bank®, employing characteristics of children as fascinating instruments to persuade parents-cum-guardians to open a ZECA account for their children. Mrs. Bonke and the author randomly collected the advertisements for one year and nine months with a camera, utilizing a laptop to adjust the advertising frameworks. The author stratified the advertisements, enabling nine advertisements, entwined with features of children, for appropriate analysis. The application of Systemic Functional Linguistics' 'Clause as Representation' facilitated the calibration of the recurrences of the clause processes and circumstantial devices. Nevertheless, tables and graphs explicated the frequency and flow of the grammatical components. The study revealed that Material (holds, give and starts), Mental (matters to, smiles and experience), and Behavioral (speaks and mimic) processes dominated the texts; whereas Location (in your best interest, today and away from me) and Cause (for the first time and of building towards a brighter future) are major enhancing informative mechanisms. The verbal modes and non-verbal modes exhibited general facilities and specific elements in the communications. Some of the universal aspects are open a ZECA account, special memories, the grey background and the Zenith Bank logo. The Hold, The Smile, The Step and The Mimic are parts of the definite building blocks of the advertisements, which appeared in the form of maternal affiliation, paternal partnership, and the child's image. The investigation further demonstrated these modes in connotative figures. Among others, the images of hands in Plates 1 and 9 reflected strong ties among Zenith Bank's stakeholders. Owing to the innovativeness of these advertisements, one might call for the production of advertisements in marital domains because such constructs might engender deep love in family affairs.
Perceptions of Secondary School 8th Grade Students Regarding Smart Board Concept
Author: Gün, Mesut
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 8,Student Attitudes,Technology Uses in Education,Educational Equipment,Educational Technology,Visual Aids,Figurative Language,Foreign Countries

Technological developments are rapidly becoming widespread especially in developing countries. Educational institutions have also been affected by technological developments. One of the educational technologies which became popular recently is Smart Board (SB). The aim of this study is to determine 8th grade students' mental images of &quot;SB&quot; concept through metaphors. For this purpose, the students studying at 8th grade of a secondary school were asked to complete the sentence of &quot;SB is like…Because…&quot;. Phenomenological research design was used in the axis of qualitative research approach and the data were collected through metaphors in the study. 86 students studying at 8th grade formed the population group of the study. The data of the study were reviewed for content analysis. The metaphors which are not valid were excluded. Then, raw data were formed by transferring these metaphors and their descriptions to computer environment. The metaphors with similar characteristics in these texts were grouped into 5 conceptual categories. According to the research findings, the participants produced 36 valid metaphors. According to the results of study, it was found out that the participants had positive concepts about &quot;SB&quot;. Some participants were found to perceive SB as an unnecessary, boring and constantly deteriorating tool.
Investigation of Listening Types of Turkish Pre-Service Teachers in Terms of the Various Variables: A Case of Kafkas University
Author: Sahin, Harun
Date: 2020-00-00
Type: Journal Articles
Subjects: Listening Skills,Foreign Countries,Preservice Teachers,Predictor Variables,Gender Differences,Television Viewing,Student Participation

The aim of this study is to investigate the relationship between the listening types of the Turkish pre-service teachers of Kafkas University and various variables (Gender, grade level, time in front of the screen, participating in activities). The sample was determined with simple random method and 193 Turkish pre-service teachers from Kafkas University participated in the study. The Listening Types Scale developed by Bodie, Worthington and Gearhart (2013) and adapted by Kaya (2014) into Turkish was used as data collection tool. The scale consists of four sub-dimensions and 18 items: relational listening, interactive listening, critical listening and analytic listening. As a result of the study, it was found that the listening types used by Turkish pre-service teachers did not show a significant difference according to gender, grade level and time spent in front of the screen. On the other hand, the difference between the types of listening used by teachers' candidates according to their participation in the activities inside or outside the university was found to be significant in favor of those who participated in the activities in relational listening.
A Corpus Analysis on the Language on TV Series
Author: Sezgin, Hatice
Date: 2020-00-00
Type: Journal Articles
Subjects: Television,Programming (Broadcast),Vocabulary Development,Word Frequency,Speech Communication,Computational Linguistics,Language Variation,English,Foreign Countries,Contrastive Linguistics

The purpose of the present study is to find out the extent to which the real spoken language is reflected in TV series in terms of vocabulary. In accordance with this purpose, a corpus, named as the British TV Series Corpus (BTSC) was compiled for the present study using two British TV series, Sherlock and Doctor Who, and this corpus was compared to the spoken part of the British National Corpus (BNC), more than 40% of which was compiled from naturally occurring speech in order to find out whether there is a relationship between two corpora. The results showed that the TV series corpus covered the 98.54% of the most frequent lemmas in the spoken part of the British National Corpus, so the language used in TV series reflects the language spoken in the real life in terms of the vocabulary items and their frequency. Accordingly, it can be claimed that TV series can be used as effective in-class and extra-curricular materials for teaching vocabulary and speaking and listening skills. [Paper presented at the International Conference on Research in Applied Linguistics (3rd, Konya, Turkey, Oct 24-26 2019).]
An Analysis of Innovative Lean Method in Foreign Language Learning
Author: Tilfarlioglu, Filiz Yalçin
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Grammar,Translation,Instructional Innovation,Student Attitudes,College Students,High School Students,Middle School Students,Elementary School Students,Foreign Countries,Cross Cultural Studies

The question of how to teach and learn English has been the preoccupation of many scholars of English Language Teaching for more than a century. Since the emergence of grammar translation method, researchers, teachers, and academicians have been trying to find the best method for their learners. In other words, this process can be defined as a century of questioning. In fact, some of the methods have been successful to some extend in the mastery of language, but most of them unfortunately cannot even reach the promised lands of the fruitful learning, and none of them were completely suitable for all types of the learners. There are several reasons behind this problem, and one of them could be the students' contribution in the creation of these methods. It has been rarely questioned that how students feel about these methods employed in English classes, despite the fact that these methods, namely &quot;innovations,&quot; have been created for the purpose of students' mastery of foreign language learning. This study is mainly focused on using quantitative design conducted with 975 students and participants were randomly selected from 3 universities, 5 high schools, 2 middle schools and 1 primary school in Turkey and Iraq in order to analyze the suitability of English instruction from the perspective of learners towards innovative lean method. Within the context of the study, the students' attitudes and opinions towards innovative Lean Educational method were revealed and some recommendations were developed for especially language teachers and researchers.
A Rubric Study for the Evaluation of Caricature Creation Building Skills of 6th Grade Students
Author: Çifci, Musa
Date: 2020-00-00
Type: Journal Articles
Subjects: Cartoons,Scoring Rubrics,Evaluation Methods,Student Evaluation,Grade 6,Literacy,Secondary School Students,Test Validity,Test Reliability,Humor

This study aimed to develop &quot;Caricature Creation Rubric&quot; which can be used to evaluate the products produced by 6th grade students at the end of their caricature creation process and to make its validity and reliability studies. The criteria in the graded key were determined by using the &quot;Caricature Literacy Module&quot; prepared by the researcher. Following the performance definitions, a pilot application was conducted to another group apart from the study group in order to increase the validity of the graded scoring key. The pilot study was carried out with six girls and one boy, who were capable of creating caricatures and were in the same class level as the study group. The necessary corrections were made in line with the feedback received from the pilot application and the validity and reliability studies of the graded scoring key were started. The data obtained for the reliability of the rubric which was specially developed by the researcher was used to evaluate the skill of creating caricatures. For the reliability the consistency between the scores given by two different evaluators was examined. For this purpose, the Pearson Momentum Multiplication Correlation Coefficient formula was used for the consistency between the total scores obtained from the graded scoring key according to different evaluators and the consistency between the scores for each sub-group. As a result, it was seen that the rubric which was developed to evaluate caricature creation skills can be used to measure and evaluate the caricature creation works of 6th grade students.
Fostering Critical Thinking Skills in ELT through Video-Based Reflection
Author: Erdem Mete, Defne
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Video Technology,Reflection,College Students,Social Bias,Stereotypes,Writing Assignments,Program Effectiveness,Skill Development,English (Second Language),Second Language Instruction,Foreign Countries,Cultural Awareness,Consciousness Raising

As a product of Council of Europe's initiatives to promote intercultural dialogue, the &quot;Autobiography of Intercultural Encounters through Visual Media (AIEVM)&quot; was published as a tool to help learners reflect on their intercultural encounters. This study aims to investigate whether the AIEVM can be used as an educational tool for English language learners in order to foster their critical thinking skills in a higher education context. Fifteen students taking an Intercultural Communication course at a state university in Turkey participated in the study. For the purposes of the study, videos were used as the type of visual media during the pedagogical treatment which took four weeks. The videos were chosen among ones which had the theme of stereotyping and prejudice. After reflective classroom activities by using the videos, students were given reflective writing assignments based on the AIEVM. Data were collected from weekly reflective writing samples, field notes and an interview conducted at the end of the pedagogical intervention. Bloom's Revised Taxonomy was used to identify the categories of critical thinking found in the data. The study revealed that the students displayed higher-order cognitive skills at the Applying, Analysing and Evaluating levels of the taxonomy, while the Creating category was not addressed in the reflections. It is concluded that the AIEVM can be used as an effective educational tool to foster critical thinking skills by using videos in English language teaching.
Work-Integrated Learning Competencies: A Case Study in a Food Engineering Practice School Program
Author: Ruayruay, Ekarut
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Engineering Education,Foods Instruction,Higher Education,Job Skills

There is increasing pressure on higher education to include work-integrated learning (WiL) in its programs in order to prepare graduates for the workplace. However, there is a lack of detailed competencies required for this type of learning. The purpose of this study was to identify competencies needed for work-integrated learning (WiL). The case study took place in a food engineering practice school program in a Thai university. It involved multiple quantitative and qualitative data-collection techniques over a period of one year including interviews, observation, focus groups and surveys. Participants included alumni, instructors, administrators, graduate students, site directors, managers, a factory CEO, support staff and mentors. Results revealed six core competencies as follows: ethics and integrity; continuous learning skills, problem-solving and research skills, leadership and teamwork skills, communication skills with English language, and knowledge of food engineering. Analysis using Pearson Product Moment Coefficient of Correlation indicated that continuous learning skills, leadership and teamwork skills and problem-solving and research skills emerged as the most important competencies.