ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching and Learning English as a Foreign Language in Taiwan: A Socio-Cultural Analysis
Author: Kung, Fan-Wei
Date: 2017-08-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Sociocultural Patterns,Educational History,Educational Policy,Learning Processes,Asian Culture,Language Tests

This article examines the English as a Foreign Language (EFL) context in Taiwan based on Vygotsky's (1978) socio-cultural framework. The historical context is provided after some delineations of the educational system in Taiwan with regard to its foreign language instruction policy and development. Based upon the proposed socio-cultural framework, this study explores whether culture is an important variable, and what measures have been taken by both learners and practitioners to resolve the problems of EFL teaching and learning in Taiwan. The findings demonstrate that Chinese culture is indeed one of the most paramount determiners pertaining to foreign language teaching and learning in classroom settings in that it exerts a substantial impact on both the teachers and learners in various aspects in Taiwan. Several difficulties of teaching and learning EFL are also highlighted along with the ways in which learners and practitioners have aimed to alleviate them collectively. This article offers essential issues to teachers not only as a means to enhance the knowledge of their students, but also as an avenue to guide researchers for future academic endeavors. It is anticipated that more insight into learners' language development and teachers' implementation can thus be gained.
Coding and English Language Teaching
Author: Stevens, Vance
Date: 2017-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Critical Thinking,Computer Games,Computer Software,Problem Solving,Programming,Teaching Methods,Technological Literacy,Lifelong Learning,Communities of Practice,Language Teachers,Programming Languages,Faculty Development

According to Dudeney, Hockly, and Pegrum (2013) coding is a deeper skill subsumed under the four main digital literacies of language, connections, information, and (re)design. Coders or programmers are people who write the programmes behind everything we see and do on a computer. Most students spend several hours playing online games, but few know how to create a game. Learning to code encourages students to become creators, not just consumers of the technology they use. When children, or adults for that matter, learn to code, it helps them to develop essential skills such as problem solving, logic and critical thinking. Through coding, we realize that there's often more than one way to solve a problem, and that simpler and more efficient solutions are often better. Analysing and discussing the processes of critical thinking and problem solving can result in meaningful language practice. Though this paradigm applies across all aspects of the curriculum, the focus of this article is on how it applies to English teaching, and more specifically, on how English teaching can be done in conjunction with encouraging students to work with code, so that between the two, they inculcate aspects of the 21st century skills mentioned here while promoting language development.
A Look at the Relationship of Curriculum and Instruction and the Art and Science of Teaching
Author: Flake, Lee Hatch
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teaching Models,Instruction,Curriculum,Definitions,Educational Practices,Ambiguity (Context),Correlation

The definition of instruction and curriculum may take on different meanings based on the purpose or interpretation whether political, social, or educational. Teaching effectively requires the skill of a knowledgeable and experienced educator. Teaching can be convincingly debated as being an art or a science or defined collectively as an art and a science. The different approaches and ways to teach make teaching an art but the necessary knowledge of the material being taught makes teaching a science. An understanding of teaching as an art and a science enables educators to teach more effectively by providing perspective on different teaching approaches.
Comparing the Achievement Goal Orientation of Mathematics Learners with and without Attention-Deficit Hyperactivity Disorder
Author: Spangenberg, Erica Dorethea
Date: 2017-08-00
Type: Journal Articles
Subjects: Comparative Analysis,Goal Orientation,Attention Deficit Hyperactivity Disorder,Grade 9,Mathematics Instruction,Secondary School Students,Secondary School Mathematics,Statistical Analysis,Mathematics Teachers,Foreign Countries,Academic Achievement,Questionnaires,Factor Analysis

Many learners with different learning challenges are accommodated in the same classroom in South Africa, which could result in poor performance in mathematics. By reinforcing or disregarding certain goals, a teacher can influence the way in which learners learn mathematics. This study compared the achievement goal orientation of Grade Nine mathematics learners in a conventional classroom. The two groups studied were learners experiencing attention-deficit hyperactivity disorder (ADHD) and learners without ADHD. A quantitative, exploratory research design was used. Twenty Grade Nine learners, of whom 10 experienced ADHD, were purposefully selected from one school in Ekurhuleni-East, South Africa. Data was collected with an existing questionnaire. The results revealed that while learners without ADHD compare themselves against their peers' behavioural and cognitive engagement, as well as the level of their mastery goal orientation, learners with ADHD rely more on their personal performance-avoidance goal orientation and the goal orientation of their parents. Differences between the achievement goal orientation of mathematics learners with or without ADHD could assist teachers in recognising methods to direct learners' goals for better engagement with and improved results in mathematics, which could support learners to develop to their full potential in the subject.
Democracy, Ethics and Social Justice: Implications for Secondary School Leadership in Kenya
Author: Jwan, Julius O.
Date: 2017-08-00
Type: Journal Articles
Subjects: Democracy,Social Justice,Ethics,Foreign Countries,Principals,Secondary Schools,Instructional Leadership,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Student Attitudes,Cultural Context,Interviews,Administrator Attitudes,Leadership Training,Ethnography,Case Studies,Participant Observation,Focus Groups

Principals in Kenyan schools are required to adopt democratic school leadership practises as part of the government policy. Adopting an interpretive case study, this paper set out to explore the application of democracy, ethics and social justice in secondary schools in Kenya. The study was in two phases. Phase one: twelve school principals were interviewed to explore their perspectives on democratic school leadership and establish the rationale for selecting two case schools. Phase two: an in-depth case study was conducted in the two schools. Interviews, focus group discussions, observation and informal conversations were used to generate data. The findings suggest that the principals, teachers and students each perceive and apply democratic school leadership differently based on individual as well as the school socio-cultural context. These contrasting views provide grounds for further discourse on the phenomenon. The paper recommends formal training for principals through in-service courses. Inclusion of democratic school leadership principles in teacher training programmes and an inculcation of democratic school leadership practices/values in the school curriculum for students to create a shared vision and understanding of these concepts for the success of the school.
Educators&apos; Relational Experiences with Learners Identified with Fetal Alcohol Spectrum Disorder
Author: Van Schalkwyk, Izanette
Date: 2017-08-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,Foreign Countries,Semi Structured Interviews,Qualitative Research,Focus Groups,Rural Areas,Educational Environment

The focus of this research is educators' relational experiences with learners presumed to have Fetal Alcohol Spectrum Disorder (FASD) in a South African school community. Although relational interaction (usually seen as trusting and caring) is an integral aspect of the learning environment, relational functioning within this context is seriously challenged when educators are working with FASD learners. A qualitative approach was used and 14 educators were selected as participants from a rural school community in the Western Cape Province. Data were collected via semi-structured individual interviews and two focus groups. Thematic analysis of the data revealed that the relational quality of educators' experiences is determined by their practical knowledge of the limited intellectual abilities, and impaired social functioning within the learning environment of learners with FASD; the negative impact of these experiences on educators' personal resources and job satisfaction; and, educators' relational experiences with learners identified with FASD entail a unique blend of challenges and competencies. Recommendations include specialised training for all South African educators to deal with the particular educational requirements of learners with FASD, and the requisite relational competencies, so as to actualise these learners' full potential.
How Teachers of English in South African Schools Recognise Their Change Agency
Author: Pillay, Ansurie
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Self Concept,Change Agents,Qualitative Research,Personal Narratives,Classroom Environment,Teacher Student Relationship,Professional Identity,Intervention,Teacher Empowerment,Democracy,Definitions,Resistance to Change,Teacher Researchers

The South African Council for Educators' Code of Professional Ethics requires teachers to help learners develop values consistent with the fundamental rights contained in the Constitution of South Africa. To engage with such rights, teachers need to have the agency to develop such values, and this article explores how teachers of English in South African schools recognise (or fail to recognise) their change agency. Using a qualitative, interpretivist approach with narrative inquiry, twenty-two teacher-researchers were tasked with listening to the stories of teachers of English in order to answer the research question: do teachers consider themselves to be agents of change in their English classrooms? While the findings indicate that some teachers fail to enact agency, other teachers, despite claiming otherwise, do serve as agents of change in their classrooms. By respecting who learners are and enabling a democratic environment, teachers are able to engage with possibilities for change despite challenges. By having a clear vision of who they are as teachers, they are able to use interventions to improve the conditions for learning and make a difference to the lives of their learners.
Effective Behavior of EFL Teachers as Perceived by Undergraduate Students in Indonesia
Author: Said, Mashadi
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Behavior,English (Second Language),Second Language Instruction,Undergraduate Students,Student Attitudes,Teacher Effectiveness,Foreign Countries,Teacher Student Relationship,Cooperative Learning,Learning Activities,Feedback (Response),Time on Task,Teacher Expectations of Students,Student Diversity,Questionnaires

This study attempts to explore the effective behaviors of teachers of English as a foreign language (EFL) as perceived by undergraduate students in Indonesia. For this purpose, a questionnaire was administered to 270 Indonesian undergraduate students. The questionnaire addressed seven dimensions of EFL teachers' behavior, which are the following: encouraging contact between students and teachers; developing reciprocity and cooperation among students; encouraging active learning; giving prompt feedback; emphasizing time on tasks; communicating high expectations; and respecting diversity in talents and ways of learning. Overall, the students perceived that the EFL teachers' behavior that most significantly promotes effective learning is the provision of a learning situation in which students will be optimally engaged in learning. These findings call for the implementation of the seven fundamental principles with their accompanying items for effective teaching and learning in undergraduate education in Indonesia.
The Impact of Teacher Corrective Feedback on EFL Student Writers&apos; Grammatical Improvement
Author: Sermsook, Kanyakorn
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Feedback (Response),Grammar,Writing Improvement,Error Correction,Writing Assignments,Morphemes,Teaching Methods,Writing Instruction

This paper aims to provide information about teacher corrective feedback that would be helpful for EFL students' writing improvement. It focuses on feedback provided to correct grammatical errors made by student writers as the author finds that this type of errors can obstruct the effectiveness of students' pieces of writing and may result in written miscommunication. Both direct and indirect teacher feedback types are discussed. Some pedagogical suggestions have been made based on the findings. It is hoped that this review article can help teachers and students in a writing class achieve the goal of producing grammatically correct English writing assignments.
Teacher Research: Exploring Teachers&apos; Personal Epistemology through Narrative Lens. A Colombian Case
Author: Casallas, Diego Fernando Ubaque
Date: 2017-00-00
Type: Journal Articles
Subjects: Epistemology,Foreign Countries,Teacher Attitudes,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Personal Narratives,Nonprofit Organizations

This narrative inquiry study looked into four teachers' life stories regarding their teaching practice. The study explored teachers' experiences in pre-while and after stages when being observed by an academic supervisor in a binational but non-profit English center in Bogota, Colombia. By attempting to explore the possible forms of teachers' knowledge, the study took on narrative inquiry as the research approach to explore how teachers approach and navigate personal and fixed epistemologies regarding teaching. Findings revealed that teachers' personal epistemologies are shaped by elements like agreement and negotiation of meaning when supervisors assess/evaluate or discuss issues of the teaching practice. Based on the findings, I argue teachers' personal epistemologies are driven by collaborative situated activities teachers engage in.
A Systematic Review: The Next Generation Science Standards and the Increased Cultural Diversity
Author: Asowayan, Alaa A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Education,Standards,Student Diversity,Cultural Pluralism,Case Studies,Educational Research,Power Structure,Learning Processes,Cultural Awareness,Technological Literacy,Mentors,Computer Mediated Communication,Teacher Student Relationship,Qualitative Research,Scientific Literacy,Access to Education

This systematic review aims to explore the effect of NGSS on students' academic excellence. Specifically, considering increased cultural diversity, it is appropriate to identify student's science-related values, respectful features of teachers' cultural competence, and underlying challenges and detect in what ways these objectives are addressed by NGSS. Exploring the phenomena of effects, the qualitative evidence is collected. The sample consists of 52 academic entries (empirical researches and case studies) that shed light on the researched question. Summarized data is processed using thematic analysis. The findings reveal that modern students possess such science-related values as social presence, decreased power distance with tutors, simplicity of learning process, multitasking, universal accessibility of learning instruments, readiness to work with big data, readiness to use online software and tools. Simultaneously, teachers are expected to have such cultural competencies as cultural sensitivity, online mentoring, gut feeling about the proper power distance, and social presence. The lack of these competencies results in the emergence of various challenges in an educational setting.
Explicit and Implicit Grammar Instructions in Higher Learning Institutions
Author: Rahman, Ayuni Madarina Abdul
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Higher Education,Semi Structured Interviews,Language Teachers,Teacher Attitudes,Student Needs,Teacher Role,College Faculty,College Students,Foreign Countries

Two universally accepted approaches to grammar instruction are explicit and implicit teaching of the grammar. Both approaches have their own strengths and limitations. Educators may face a dilemma whether to teach grammar explicitly or implicitly. This paper aims to provide insights into the educators' beliefs towards grammar teaching in Malaysian Higher Learning Institutions, and the sources of the held beliefs. Data were generated through semi-structured interviews with five educators from several private colleges located in peninsular Malaysia. Data analysis reveals that a majority of the respondents preferred grammar to be taught explicitly in their ESL classrooms; nevertheless they viewed implicit instruction as necessary when conforming to students' needs. The sources of the held beliefs are educators' experience as well as the institutional requirement. This paper draws our attention to the role of educators as an eclectic teaching practitioner who are able to apply a suitable grammar instruction according to learners' needs. It is hoped that this study will contribute to the growth of literature on grammar teaching and learning especially in Malaysian ESL classrooms.
The Model Construction of English Ecological Class in the High School in China
Author: Zhou, Zhen
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Student Relationship,Instructional Effectiveness,Classroom Environment,Course Content,Teaching Methods

The Ecological class is a kind of class in which the system of class teaching is in a state of dynamic balance and it can enhance the efficiency of class teaching. The article analyzes the feature of English ecological class, illustrates the non-ecological class teaching problems and explores the ways to establish English ecological class from the five aspects such as: teaching environment, the relationship between the teacher and students and the relationship between students and students, teaching methods, teaching content, and teaching evaluation, so as to improve the English teaching effect of the high school, and to provide some reference for the English teaching in the high school.
Exploring Writing Individually and Collaboratively Using Google Docs in EFL Contexts
Author: Alsubaie, Jawaher
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing (Composition),English (Second Language),Second Language Learning,Educational Technology,Technology Uses in Education,College Students,Writing Assignments,Pretests Posttests,Questionnaires,Portfolios (Background Materials),Scoring Rubrics,Interviews,Program Effectiveness,Student Attitudes,Foreign Countries,Word Processing,Collaborative Writing,Cooperative Learning,Mixed Methods Research,Females,Scores

Online teaching and learning became popular with the evolution of the World Wide Web now days. Implementing online learning tools within EFL contexts will help better address the multitude of teaching and learning styles. Difficulty in academic writing can be considered one of the common problems that students face in and outside their classrooms. Moreover, because the young learners today are digital native, integrating online learning tool with their learning is needed. This research was conducted to analyze students' achievements by submitted tasks using both face-to-face setting for the pre individual and collaborative tasks, and online learning environment for the post individual and collaborative tasks. The participants in this study were a class of Arabic major from a college in Saudi Arabia. The research was searching for the differences between the students' individual and collaborative work using Google Docs, and discerning the students' perspectives toward collaborative work with Google Docs on English writing tasks. To explore the integration effectiveness; pre and post-questionnaires, pre and post written tasks, students' portfolio, a customized rubric for test scores, and post interviews were conducted to test and analyze the outcomes. Results show significant increase in the students' scores using Google Docs. Further, the results were consistent as that students perceived Google Docs as a useful tool for both individual and group work.
Relationship between Social Context and L2 Learning of EFL Students in Tertiary Level
Author: Morales, Silvia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Environment,Second Language Learning,English (Second Language),College Students,Parent Background,Family Environment,Correlation,Socioeconomic Status,Pronunciation,Hypothesis Testing,Sociolinguistics,Observation,Classroom Observation Techniques,Video Technology

This research analyzed the influence of socioeconomic variables in the L2 learning in beginner students of level one in a language center in a public university in Babahoyo. In addition, variables such as parents' level of education and home environment are analyzed in order to determine the relationship between these variables with L2 learning. Regarding the results, socioeconomic status affects pronunciation of students. Moreover, the influence of the critical period of hypothesis tends to be reduced in L2 learners if the kind of teaching procedure is appropriate to their needs.
Biting off More than They Can Chew? The Impact of Pedagogical Application of Corpus on Vocabulary Ability of Intermediate-Level ESL Learners in Mainland China: A Quasi-Experimental Study
Author: Shi, Jing
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Quasiexperimental Design,Foreign Countries,Pretests Posttests,Vocabulary Development,Computational Linguistics,Experimental Groups,Control Groups,Comparative Analysis,College Students,Statistical Analysis,Instructional Effectiveness

The pedagogical values of corpora for ELT have been widely acknowledged and exploited, but their direct application in classroom teaching has entailed many difficulties. This project aims to investigate the impact of the pedagogical application of corpora on the vocabulary ability of intermediate-level ESL learners in mainland China. This quasi-experimental research study was conducted primarily using pretests and posttests of vocabulary knowledge with one experimental group and one control group of 15 respondents in each group, respectively. Findings indicate that the pedagogical application of a corpus with adequate instruction is more effective and efficient in improving learners' vocabulary. It is hoped that this research can contribute significantly to the education of ESL learners within the Chinese context by promoting more informed, curious, and critical engagement through English lexical learning.