ethanporcaro/eric-fulltext-meta huggingface dataset:
The Correlations among Learning Motivation, Autonomy and Language Proficiency in Chinese EFL Context
Author: Jianfeng, Cheng
Date: 2018-06-00
Type: Journal Articles
Subjects: Correlation,Learning Motivation,Language Proficiency,Chinese,English (Second Language),Second Language Learning,Foreign Countries,Undergraduate Students,Personal Autonomy

Due to university students' poor English language proficiency in mainland China and the fact that many English educators ascribe this issue to learners' weak autonomy and learning motivation, this study attempted to explore the correlations among learning motivation, learner autonomy, and language proficiency in Chinese EFL context. To arrive at this aim, the cluster sampling method was used to select 458 non-English major students from one university in Henan province, China as research subjects. English Learning Motivation Questionnaire (ELMQ) and Learner Autonomy Questionnaire (LAQ) were adopted to investigate the participants' learning motivation and learner autonomy respectively. The participants' language proficiency was measured by their CET-4 scores. Results of the Pearson correlation analysis showed that learning motivation and autonomy were significantly and positively correlated with each other, and both of them had significant positive relationships with language proficiency. The results of path analysis indicated that learning motivation could better predict the variance in language proficiency when compared with learner autonomy. Pedagogical suggestions are offered to English teachers in assisting their students with regards to the improvement of language proficiency.
Needs of English Skills of Thai Nurses Working in International Hospitals Accredited by JCI in Bangkok Area
Author: Chetsadanuwat, Krerk
Date: 2018-06-00
Type: Journal Articles
Subjects: Nurses,Hospitals,English (Second Language),Second Language Learning,Foreign Countries,Language Skills,Questionnaires,Patients,Intercultural Communication,Listening Skills,Symptoms (Individual Disorders),Health Services,Physicians,Records (Forms),Writing (Composition),Communication Skills,Second Language Instruction,English for Special Purposes

As the demand of turning Thailand to be the center of Medical Hub of ASEAN Economic Community (AEC), English skills have been playing a vital role to designate the successful career path of many healthcare personnel especially nurses (Pandey and Sinhaneti, 2013). This study was aimed at investigating the current needs of English skills of Thai nurses working in 5 JCI-accredited hospitals in Bangkok namely Bangkok Hospital, Samitivej Sukhumvit Hospital, Vejthani Hospital, BNH, and Phayathai2 International Hospital. 20 copies of the ethics approved questionnaire were randomly distributed to nurses in each hospital. After the process of accidental sampling, arithmetic means of 100 participants in terms of hours communicating in English per week (x-bar = 42.6) or number of English speaking patients they talk to per week (x-bar = 22.6) or other qualifications which are defiable as 'good English skills' were applied for selecting samples of the study. Needs of English skills from 63 samples who met the criteria were analyzed by arithmetic means, standard deviation, and interpreted by 5-point Likert scale. The study revealed that nurses who were considered the primary medical coordinator between patients and physicians had rated listening as the communicative skill most needed and 'listening to patient's history, symptoms, and requests' was the function highest needed of this modality. Other skills including speaking, reading, and writing were also needed at 'high' level in which 'asking patients about their chief complaints and symptoms, 'reading physician's orders' and 'writing various medical forms' were functions needed highest of each modality respectively. By looking at needs of the course book, the participants needed all skills to be focused in the book as each function in nursing profession requires different skill to be performed.
Relationship between the ICAO Language Proficiency Requirements (LPRs) and Test of English for International Communication (TOEIC) Scores of Flight Attendants in Thailand
Author: Sirikanjanawong, Narasak
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Air Transportation,Professional Personnel,English (Second Language),Language Proficiency,Communication Skills,Employment Qualifications,Second Language Learning,Self Evaluation (Individuals)

The International Civil Aviation Organization (ICAO) has established English Language Proficiency Requirements (LPRs) for all flight crews operating on international routes, all air traffic controllers who communicate with foreign pilots, and air professionals. The ICAO requires those who operate on international routes to be qualified at least in Operational Level 4 in the Requirements. However, in Thailand, the only English test that all flight attendants are necessitated to take is the Test of English for International Communication (TOEIC). Apparently, there is a mismatch between the TOEIC test scores and the ICAO Language Proficiency Requirements (LPRs) as the foci of these two differ. The current study thus explored the relationship between the ICAO Language Proficiency Requirements (LPRs) and TOEIC scores of flight attendants in Thailand and their attitudes in order to better determine if the TOEIC is the most effective means to recruit flight attendants in Thailand. The data were collected from 100 Thai Airways International flight attendants using a four-point Likert scale self-assessment survey to measure the participants' self-assessed abilities on all the ICAO rating scale descriptors focusing on Operational Level 4. The data were quantitatively analyzed with inferential statistics of Pearson's product moment correlation coefficient. Moreover, to elicit in-depth information regarding the attitudes of Thai airways flight attendants, the semi-structured interview protocols were also used and subsequently analyzed by means of content analysis. The findings of the current study revealed that there is a positive correlation between the ICAO Language Proficiency Requirements (LPRs) and the TOEIC scores of Thai Airways International flight attendants, which was equal to 0.384, but this correlation was a weak uphill (positive) linear relationship. As a result, the present study suggests that Thai aviation companies should be aware of using the TOEIC as a recruitment requirement. To ensure a more accurate determination of language proficiency of applicants, it is recommended that the Thai aviation industry develop their own English language proficiency test for staff recruitment processes.
Thai Engineering Students&apos; Perceptions of Video Project Assignments
Author: Oranpattanachai, Pornpun
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,College Students,Video Technology,English Instruction,Student Satisfaction,Instructional Effectiveness,Grades (Scholastic),Teamwork,Required Courses,English for Special Purposes,Student Projects,Active Learning

This study investigates students' perceptions of creating video projects as part of their grade assignment. Forty-two engineering students at a university in Thailand taking an English course participated in the study. They were required to use English expressions from the phrase bank in each of 15 units in their course book to create a story script to produce a video clip. Upon the completion of the video projects, the participants were asked to answer an online questionnaire. The responses were analyzed quantitatively and qualitatively. The results revealed that the students had a high to very high level of perceived satisfaction towards producing video clips. In addition, there is no significant relationship between their grades and their level of perceived value towards the video creation (P =.05). An instructional implication drawn from these findings is to include a video clip project as an assignment in an English course in future semesters.
Using Social Network Sites for Language Learning and Video Conferencing Technology to Improve English Speaking Skills: A Case Study of Thai Undergraduate Students
Author: Nilayon, Nantina
Date: 2018-06-00
Type: Journal Articles
Subjects: Case Studies,Web Sites,English (Second Language),Second Language Learning,Second Language Instruction,Videoconferencing,Social Media,Teaching Methods,Speech Skills,Language Proficiency,Student Improvement,Remedial Instruction,Self Esteem,Foreign Countries,Undergraduate Students,Computer Mediated Communication,Computer Assisted Instruction,Private Colleges

This study explores the use of video conferencing and social media technology in improving English speaking skills, which Thai students struggle the most. Data were collected from 6 participants who conversed with native and fluent speakers of English via a videoconferencing application with the use of a few other social media websites for a certain period of time. They were assessed on their speaking competency before, during and after the practice to see their improvement. Their perception towards the practice was also investigated through an interview. The findings demonstrate outstanding improvement on lower level participants. Thus, findings suggest that this online practice could be a suitable remedial course for learners with lower English speaking competency. Finally, most of the participants thought that this way of learning improved their English speaking skills and confidence. However, technical and time constraint issues are found.
A Summary and Critique of the &quot;Section 5005 Report on Rural Education: Final Report&quot;
Author: Brenner, Devon
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Rural Education,Rural Schools,School Districts,Stakeholders,Federal Government,Federal Programs,Program Evaluation,Needs Assessment,Educational Needs,Public Agencies,Educational Planning,Evaluation Methods,Program Implementation,Graduation Rate,Agency Cooperation

This policy brief summarizes and critiques the findings of the US Department of Education's Section 5005 Report on Rural Education. In September of 2018, the Department of Education released the &quot;Section 5005 Report on Rural Education: Final Report.&quot; The report was written in response to a provision of the Every Student Succeeds Act of 2016 (ESSA) (P.L. 114-95) that called for the US Department of Education to critically examine its policies and procedures related to rural education. The report provides a brief synopsis of the state of rural education in the US. Citing National Center for Education Statistics (NCES) data, the report states that 28% of the nation's schools and 19% of students are rural. In general, the report states, rural schools are doing about as well as schools in urban and suburban locales, with comparable National Assessment of Educational Progress (NAEP) scores and graduation rates, although with significantly fewer students who go on to complete post-secondary education. For the most part, the report compares the challenges facing rural schools to those of urban schools, such as access to health care, poverty, teacher shortages, acknowledging that these are issues that are exacerbated by isolation, remoteness, and the small size of many rural districts. [For the final report, see ED597666.]
Perceptions towards Engagement: The Case of Thai English Majors in an International Higher Education Environment
Author: Loo, Daron Benjamin
Date: 2018-12-00
Type: Journal Articles
Subjects: International Education,Higher Education,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Majors (Students),College Freshmen,College Seniors,Learner Engagement,National Surveys,Student Surveys,Foreign Countries,Correlation,College Faculty,Teacher Student Relationship,Student Attitudes,Learning Experience,Language of Instruction

This study examines Thai English majors' perceptions towards engagement. The aim of this study is to be better informed of the English language learning experience of students in an international environment where English is used as a foreign language. A mixed methods approach was employed. A modified version of the National Survey of Student Engagement (NSSE) was used to collect quantitative data, while qualitative data was collected through a focus group interview. Correlation scores and one-way ANOVA were calculated to examine the survey data. Results indicated that almost all the categories of engagement were significantly correlated, except for the correlation between supportive learning environment and faculty interaction. The one-way ANOVA test, on the other hand, revealed that students' year of study had a significant effect on at least three components of engagement. The quantitative results were further informed by data collected from a focus group interview. From the interview, students were able to describe the classroom atmosphere, teachers' pedagogical strategies, as well as challenges they faced in their studies. From the findings, it was evident that the Thai students were open to different pedagogical approaches, and that they were not culturally constrained. This may be the hallmark of international education, wherein students take on a contextualized approach to learning, aside from being in a context where a foreign language is used.
Factors Influencing Teacher Attrition in a Thai Context
Author: Sribayak, Virasuda
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Mobility,English Teachers,English (Second Language),Public Colleges,Teaching Conditions,Teacher Salaries,Teacher Employment Benefits,Family Work Relationship,College Faculty,Faculty Promotion,Stress Variables,Faculty Workload,Publish or Perish Issue,Teacher Evaluation,Teaching Experience

This mixed-methods research study aims to investigate the factors influencing EFL teachers to leave or consider leaving their teaching profession. Forty-eight participants at the language institute of one public university in Thailand including 29 currently in-service Thai teachers, 13 currently in-service foreign teachers, 3 retired Thai teachers, 2 Thai teachers leaving teaching careers, and 1 Thai teachers moving to another institution completed the questionnaire. Twenty-three of them including 10 currently in-service Thai teachers, 7 currently in-service foreign teachers, 3 retired Thai teachers, 2 Thai teachers leaving teaching careers, and 1 Thai teachers moving to another institution gave an interview. Employment, external, and personal factors are found to be factors influencing teacher attrition. Demotivating work policies, inappropriate salary and benefits, negative characteristics of the profession and family responsibilities are believed to be reasons why EFL teachers leave or consider leaving their teaching career. This study has implications in lowering teacher attrition since understanding the factors of teacher attrition helps policy makers and practitioners prioritize and design teacher retention strategies.
Hypersynonymy for &quot;Polyfunctionality&quot;
Author: Libert, Alan Reed
Date: 2018-12-00
Type: Journal Articles
Subjects: Linguistics,Case Studies,Comparative Analysis,Vocabulary,Definitions,Language Usage

The term &quot;polyfunctionality&quot; has an extraordinary number of synonyms and near-synonyms in linguistics, e.g. &quot;multifunctionality,&quot; &quot;polycategoriality,&quot; &quot;conversion,&quot; and &quot;zero derivation.&quot; In this paper I will present many of these terms and discuss possible differences (for some authors) among them. The paper will thus be a case study in &quot;hypersynonymy,&quot; the existence of a very large set of (near-)synonymous terms.
The Use of Rogerian Reflections in Responding to Doctoral Student&apos;s Research Paper in One-on-One Writing Conferences
Author: Phusawisot, Pilanut
Date: 2018-06-00
Type: Journal Articles
Subjects: Doctoral Students,Research Papers (Students),Writing Improvement,Reflection,Content Area Writing,Teaching Methods,Writing for Publication,Teacher Student Relationship,Revision (Written Composition),Academic Language,Foreign Countries,Self Efficacy,Listening,English for Academic Purposes,Writing Instruction,Accounting,Student Attitudes

Through a case study approach, the purposes of this study are to investigate how the teacher's use of Rogerian reflections in a one-on-one writing conference helps improve the participants' research paper, and how the participants respond to the teacher's use of Rogerian reflections in one-on-one writing conferences. The data were obtained from five text-based interviews with two doctoral students working on their research paper to be submitted for publication. The findings indicate that the use of Rogerian reflections helps the participants improve their research paper. Rogerian reflections, including pointing to structure, clarifying, expanding, recalling, and summarizing, facilitate interaction in nonthreatening, one-on-one writing conferences. Through Rogerian reflections, the participants learn to find their own way to respond to their teachers and make use of the comments in the revision of their papers. Moreover, the participants in one-on-one writing conferences are aware of the respect they receive from their teachers, as a sense of ownership develops. Finally, the participants become confident in their writing since the interaction takes place in a supportive atmosphere. However, the participants mention some difficulties in trying to respond to their teachers' statements as their role switches from passive listeners to reflective thinkers.
A Study of Students&apos; Preferences towards Native and Non-Native English Teachers at Guangxi University of Finance and Economics, China
Author: Jieyin, Luo
Date: 2018-12-00
Type: Journal Articles
Subjects: Preferences,Student Attitudes,Native Language,English Teachers,English (Second Language),Foreign Countries,Teacher Effectiveness,Communication Problems,Teaching Styles,Language Skills,Teacher Education,Majors (Students),Chinese,Language of Instruction,Cultural Awareness

This study investigated students' preferences towards native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The research methodology employed a mixed-method, which included a questionnaire and an interview. The participants were thirty Year 1 students and thirty-five Year 2 students from the College of International Education (CIE) Program, Guangxi University of Finance and Economics, P. R. China. Results indicated that these two groups of students viewed both NESTs and NNESTs favorably, but that different types of teachers had different strengths. NESTs were considered more effective in teaching culture, speaking, and pronunciation for the target language, but they had some problems communicating with students. NNESTs were more effective in imparting fundamental knowledge (especially grammatical structures), writing, and reading. Their teaching style, however, was rather lacking in traditional class activities. Therefore, this paper suggested that students would benefit from being co-taught by both NESTs and NNESTs.
The Effects of Stress and Tones in Thai on the Pronunciation of English Polysyllabic Loanwords among Thai EFL Students
Author: Isarankura, Soisithorn
Date: 2018-12-00
Type: Journal Articles
Subjects: Interlanguage,Oral Reading,English (Second Language),Language Proficiency,Syllables,Phonology,Pronunciation,Native Language,Foreign Countries,Thai,Second Language Learning,Intonation,Phonetics,Majors (Students),Undergraduate Students,Private Colleges

This paper reports the qualitative analysis of an interlanguage study investigating Thai EFL students' pronunciation of English loanwords used in the Thai language. It aims to analyze the extent to which the stress and tonal systems in Thai affect the stress placement of English polysyllabic loanwords in the pronunciation of Thai students, as perceived by a native English listener. Participants were 30 English majors studying in a private university, classified into two groups: high and low, based on their relative English proficiency. Three tasks were used to collect data. Two oral-reading tasks included (1) reading the target English loanwords in English sentences, and (2) reading those words in isolation, which is regarded as a more formal style of oral-reading. The third task required the students to mark the primary stress symbol on the stressed syllable of each target word to assess their knowledge of the English stress patterns. The 30 target loanwords were classified into 3 categories: loanwords with two syllables, three syllables, and four syllables. The results show the transfer of the students' first language (L1) to the greatest extent when performing the oral reading of two-syllable loanwords in sentences. The use of full vowel length on the final syllable of the many two-syllable loanwords, presumably resulting from the carryover of the Thai stress system, led the native English listener to perceive the final syllable as being stressed. Interestingly, for loanwords with three and four syllables, it was found that although it appeared that the students placed stress quite randomly, only a small number of students misplaced stress on the final syllable. It could be hypothesized that many students became aware, from their learning experience, that stress does not usually fall on the last syllable of loanwords containing certain suffixes that they were familiar with. Thus, they avoided placing stress on the last syllable of these loanwords. The findings suggest that transfer of the stress and tonal systems in Thai plays a crucial role in the pronunciation of frequently-used loanwords with two syllables when the students read these words in English sentences.
The Potential of Series Books: How Narrow Reading Leads to Advanced L2 Proficiency
Author: Renandya, Willy A.
Date: 2018-12-00
Type: Journal Articles
Subjects: Reading Materials,Second Language Learning,Books,Language Skills,Recreational Reading,English (Second Language),Reading Motivation,Teaching Methods

Nobody disagrees that reading is good for students' language development. The more they read texts that they can understand, the more confident and adept they become. However, it can be quite a struggle to get students started on their reading journey. We suggest that this is partly due to a lack of access to comprehensible and compelling reading materials. We argue that book series, which contain highly familiar language, easy-to-follow story lines and relatable characters, can potentially be used to get students hooked on reading and to keep them reading.