ethanporcaro/eric-fulltext-meta huggingface dataset:
Causes of the &quot;I Can Understand English but I Can&apos;t Speak&quot; Syndrome in Turkey
Author: Coskun, Abdullah
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Expressive Language,Receptive Language,Turkish,Language Usage,Language Teachers,Native Language,Second Language Instruction,Foreign Countries,Questionnaires,Likert Scales,Statistical Analysis,Oral Language,Grammar,Content Analysis,Anxiety,Communication (Thought Transfer),Student Attitudes,High School Students

The saying &quot;I can understand English but I can't speak&quot; is so commonly used by Turkish people that it would be fair to state that not being able to speak English has almost become a syndrome in society. This study delves into the causes of this syndrome. In two state high schools, 293 high school students filled out a questionnaire including Likert-type items about the possible causes of this syndrome, and an open-ended question aiming to reveal their suggestions on how they can improve their speaking skills. The analysis of the quantitative data was done by means of Statistical Package for the Social Sciences (SPSS) 23, and the responses to the open-ended question were analyzed through content analysis. According to the results, it is commonly believed that they cannot speak English because of the focus on grammar rules in English lessons, differences between English and Turkish, lack of experience abroad, limited speaking practice opportunities outside the classroom, feeling anxious while speaking English, use of mother tongue by the teacher and the course books which do not include colloquial English. Therefore, some of the participants suggested having communication driven lessons and engaging in out of class speaking practice activities as ways of improving their speaking skills. It is hoped that such studies will help better understand the sources of failure in English as a Foreign Language (EFL) speaking, and begin to solve this problem more effectively.
Insight of Teachers on Problems of Students in Acquiring Communicative Skill in English
Author: Singaravelu, G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Standards,Communicative Competence (Languages),Teacher Surveys,Teacher Attitudes,Correlation,Listening Skills,Connected Discourse,Intonation,Role Playing,Dravidian Languages,Essays,Competition,Writing Skills,Advertising,Translation,Films,Hypothesis Testing,Secondary School Teachers,Foreign Countries

The study examined the insight of English Teacher towards students of standard XI in acquiring communicative skill in English. The main objective of the paper was to identify the problems of the students in acquiring communicative skill in English. The Normative survey method was adopted in the study. One hundred teachers were considered as a sample for the study. Problem inventory for the teacher was selected as a tool for the study. After establishing Reliability and validity of the tool, it was considered for the final study. Findings of the study is a significant association between the Male and Female teachers on the opinion of problems of the learners in Listening skill with respect to stress pattern, cohesive device, Distinctive sound, Intonation, Contextual meaning and Homophones. Communicative skill can be practiced in the classroom transaction by using role play, pandemonium, discussion, interaction, translated version of Tamil cinema, etc. Written communicative skill can be developed by conducting essay competition, preparing advertisement, preparing projects, etc.
Power of Pen: Expressive Writing as an Intervention Tool on Exposure to Thin-Ideal Images with Dietary Restraint and Self-Compassion as Covariates
Author: Relojo, Dennis
Date: 2016-00-00
Type: Journal Articles
Subjects: Intervention,Writing (Composition),Females,College Students,Human Body,Self Concept,Student Attitudes,Foreign Countries,Goal Orientation,Expressive Language,Positive Attitudes,Control Groups,Eating Habits,Statistical Analysis

Expressive Writing (EW) has been recognised as an intervention tool for thin-ideal images. However, to date, there are limited studies which investigated its efficacy to involve dietary restraint and self-compassion as moderating variables. The present work assessed the efficacy of EW in improving levels of body satisfaction and positive affect among 140 Filipino female university students ageing 18-25. They were tested in groups and wrote either about life goals (n = 46), positive experiences (n = 49) or a control topic (n = 46). It further examined how EW could benefit people on the basis of their levels of dietary restraint and self-compassion. Results demonstrated that EW has no significant effect on body satisfaction and positive affect. However, it was revealed that dietary restraint and self-compassion have moderating effects.
Functional Digital Literacy Calls for SOS by a Smuggled Afghan Boy: Teaching Phonics and Pragmatics for Survival Language
Author: Lu, Lucia Y.
Date: 2016-00-00
Type: Journal Articles
Subjects: Technological Literacy,English (Second Language),Second Language Learning,Second Language Instruction,News Reporting,Refugees,Telecommunications,Volunteers,Emergency Shelters,Invented Spelling,Indo European Languages,Synchronous Communication,Police,Foreign Countries,Phonics,Pragmatics,Literacy Education,Teaching Methods,Language Experience Approach,Daily Living Skills,Semiotics,Phonemic Awareness

On April 8, 2016 when the class was discussing &quot;digital literacy,&quot; a shocking news story from London AP intrigued us. The news was about a brief text message delivered by Ahmed, a refugee Afghan boy of 6-year old. His text message flashed on the cellphone of Liz Clegg, a volunteer at a migrant camp in France. Clegg and other volunteers had handed out hundreds of basic cellphones to children living there, programming in a phone number for them to text in case of danger. The author read Ahmed's text message and tried to &quot;sound it out.&quot; My students figured out that the message was &quot;invented spelling&quot; which was Ahmed's call for SOS. The text message was in the Pashto language, and was identified as &quot;broken English&quot;on a no-frills cellphone. The police in London quickly set off a trans-Atlantic search and rescued Ahmed and the other 14 migrants who were smuggled in a locked refrigerator truck which was heading toward England. The author and her students defined this shocking text message as &quot;digital literacy.&quot; In this research, they embedded phonics and pragmatics into digital literacy to make literacy education more functional to ELLs like Ahmed whose first language is not English.
Do Modification and Interaction Work?--A Critical Review of Literature on the Role of Foreigner Talk in Second Language Acquisition
Author: Dela Rosa, John Paul O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Role,English (Second Language),Second Language Learning,Second Language Instruction,Classification,Criticism,Language Research,Communication Strategies,Native Speakers,Teaching Methods,Teacher Student Relationship,Computer Mediated Communication,Literature Reviews

This critical review of literature provides a detailed description of foreigner talk as a simplified register and critically discusses findings entrenched in studies done about this SLA issue. The studies cited are classified as researches concerning foreigner talk that occurs in both natural and classroom settings. Based on the critical review, more research investigations have to be done to enrich the area of foreigner talk in second language acquisition and learning. The most important consideration is the need to conduct more researches that would validate both the positive and negative effects of foreigner talk in the process of acquiring and learning a second language as well as a foreign language like English. The emergence of significant concerns on the study of FT is also highlighted in this presentation which include how researchers regarded the effectiveness of both input modifications and interactional adjustments along with the occurrence of negotiation of meaning and the use of communication strategies in the SLA process. The paper also presents empirical data on the effectiveness of NNS-NNS interactions in second language learning in contrast with interactions occurring between Native Speakers (NSs) and Nonnative Ones (NNSs). Finally, the paper deals with what could be done to address the &quot;inconclusiveness&quot; of relevant research findings on foreigner talk.
Student Beliefs towards Written Corrective Feedback: The Case of Filipino High School Students
Author: Balanga, Roselle A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Beliefs,Student Evaluation,Feedback (Response),Written Language,Private Schools,Student Surveys,Grammar,Academic Discourse,Error Correction,Punctuation,Language Usage,Questionnaires,Statistical Analysis,Error Patterns

The study identified the beliefs of high school students toward Written Corrective Feedback (WCF), based on the framework of Anderson (2010). It also investigated the most common errors that students commit in writing stories and the type of WCF students receive from teachers. Data in the form of stories which were checked by teachers were gathered from 83 students from a private sectarian school. Survey-questionnaires regarding beliefs in WCF were also administered. Five types of written corrective feedback were identified: direct feedback, indirect feedback, focused feedback, unfocused feedback and reformulation. Results also showed that students strongly agree that having good grammar is important in academic writing and academic success. They also strongly agreed on the statement: written corrective feedback (any written indication to show that an error has occurred) helped improve my grammar. The most common error found among the data was on the misuse or non-use of punctuations.
Efficient E-Learning by Dint of Cognitive Abilities
Author: Asaph, Amudha
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Teaching Methods,Educational Technology,Technology Uses in Education,Cognitive Processes

The purpose of this article is to portray the effective ways of utilizing cognitive abilities for efficient e-learning. In the present scenario, globalization and advancements in technology have driven changes in the sphere of social, technological, economic environment and political landscapes at a rapid rate. E-learning is, one among the new technologies, which has become an important aspect of learning for all ages where, learning done over an electronic platform, allows the learner to learn almost anytime from anywhere. Cognitive abilities, the brain based skills allow to perform simple and complex tasks. Cognitive abilities categorized into lower order cognitive abilities include perception, attention and memory and higher order cognitive abilities include problem solving, decision making critical thinking, etc. Cognitive abilities enhance e-learning and vice-versa.
Supporting Experienced Faculty on Videoconferencing Pedagogy through Videoconferencing Mediated Mentoring
Author: Ardley, Jillian
Date: 2016-00-00
Type: Journal Articles
Subjects: Mentors,Videoconferencing,Higher Education,College Faculty,Diaries,Advocacy,Interpersonal Relationship,Interviews,Teaching Methods,Educational Change,Educational Quality,Teacher Attitudes,Teacher Collaboration

Faculty mentoring in higher education aims to scaffold mentee to adjust to the new work setting, build social relations with others, and improve instructional skills in the same physical environment. However, this process could be problematic in institutions serving in satellite campuses with geographically spread faculty body. The purpose of the current study is to educate experienced faculty on telecasted pedagogy by utilizing Videoconferencing Mediated Mentoring (VMM) model. Three full-time and one adjunct faculty participated in the study at a Southeastern North Carolina University. Data was collected through mentor's and mentees' weekly logs, and interview with mentees. Integrity of quality instruction, instructional transformation, multiplicity, establishing new collaborations and alliances, and advocacy were emerging themes from the data.
Factors Affecting Participation of Preservice Teachers in E-Democracy
Author: Sendag, Serkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Participation,Demography,Performance Factors,Correlation,Questionnaires,Student Teacher Attitudes,Electronic Learning,Knowledge Level,Familiarity,Environmental Influences,Ethics,Anxiety,Political Issues,Political Attitudes,Gender Differences,Access to Computers,Access to Information,Factor Analysis,Multiple Regression Analysis,Mass Media Use,Foreign Countries

This study aimed to reveal the factors associated with the participation of preservice teachers in e-democracy. It was designed as a correlational study and 1,519 preservice teachers from a teacher preparation program in Turkey participated in it by completing a 54-item questionnaire. As a result, three major factors for involvement in e-democracy emerged: knowledge and environment, ethics, and anxiety. In addition, two types of participation were revealed: anonymous and onymous. The results of the study showed that anonymous participation correlates positively with Political Knowledge, and negatively with Current State of Politics and Digital Integrity. Those who have mobile technologies with internet connection are more likely to participate anonymously in e-democracy. On the other hand, Onymous participation, correlates positively with Fear of Self-expression, and negatively with Political Knowledge and Digital Citizenship. Males were shown to be more prone to both types of participation than females. Internet usage frequency was a common variable triggering both types of participation. The paper ends with recommendations for further research.
Critical Pedagogy, Rituals of Distinction, and True Professionalism
Author: Nodoushan, Mohammad Ali Salmani
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Theory,Videoconferencing,Taxonomy,Qualitative Research,Teacher Attitudes,Interviews,Foreign Countries,Student Attitudes,Educational Objectives,Participant Observation,Educational Quality,Political Power,Disadvantaged,Ideology,Social Systems,Authoritarianism,Professional Identity

The current study sought to critically address the practice of rituals of distinction in nation-wide educational milieus to see if such practices can produce generations of underdeveloped and deprived learners. Data were collected over a course of two years from North Korea, Pakistan, Zimbabwe, Venezuela, and Somalia. A total of 419 teachers, educators and students from these countries responded to email communication, were observed through participant observation, or were interviewed through Skype; they provided descriptions and examples of educational settings and practices in their respective countries. The data were then analyzed qualitatively and in the light of (a) Bloom's taxonomy of educational objectives, (b) Maslow's hierarchy of needs, and (c) Feuerstein's notion of &quot;culturally deprived&quot; learners. It was concluded that, education systems in countries ruled by ideological or ideocratic regimes, intentionally and actively deprive learner generations of quality education with the aim of hammering whole societies into the shape which will guarantee their own grip on political power. Drawing on the concepts of &quot;small-c culture&quot; and &quot;capital-c culture&quot; from relevant literature, the paper argues that despotic regimes, by virtue of their education systems, mainly betray their most obedient citizens who are committed to them and whereby deprive them of true professionalism.
Development and Validation of Web-Based Question Bank and Evaluation of Its Utility among Students and Teachers
Author: Parthasarathy, M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Item Banks,Computer Uses in Education,Web Sites,Usability,Educational Resources,Validity,Reliability,Undergraduate Students,College Faculty,Student Attitudes,Teacher Attitudes,Online Surveys,Factor Analysis,Foreign Countries,Predictor Variables,Differences

Rushing efforts are taken by developing and under-developed countries to match educational standards of developed countries. Education is a life-long activity and continuing process for which necessary steps are initiated to offer and gain with minimum cost of resources. Creating Open Educational Resources (OER) is the preferably right choice in all circumstances, especially in countries like India that has a huge population to educate. Among the many teaching-learning materials, a collection of questions asked in previous examinations called as question bank is one of the needful resources used by all categories of students and teachers. Hence, this study attempted to construct a Web-based Past Examination Question Bank (WPQB) for selected subjects with customized search facilities, and further the constructed website was evaluated to confirm the usefulness among the students and teachers. Realizing its necessity in an Indian Educational Environment, the present study was carried out to create a model WPQB and to evaluate its utility through a web based survey. The findings of the study proved that, the WPQB is useful among the students and teachers for improving the answering ability and questioning skill respectively. Moreover, the customized search facility and organization of questions were agreed as important features of the web-based question bank.
Emotional, Social, Educational Adjustment of Higher Secondary School Students in Relation to Academic Achievement
Author: Sekar, J. Master Arul
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Emotional Development,Social Development,Student Adjustment,Academic Achievement,Geographic Regions,Adjustment (to Environment),Correlation,Hypothesis Testing,Data Analysis,Statistical Analysis

The present study aims to investigate whether there is any significant relationship between adjustment and academic achievement of higher secondary school students. In this survey study, the investigators used stratified random sampling technique for selecting the sample from the population. The stratification was done on the basis of gender and locality of students. The sample consists of 350 higher secondary school students from ten schools in Thanjavur District, TamilNadu, India. The tools used for the present study were Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) and academic achievement constructed by the investigator. The statistical techniques used for analyzing the data for the present study was Karl Pearson's product moment co-efficient of correlation. The finding shows that, there is a significant relationship between emotional, social, educational adjustment of higher secondary school students in relation to academic achievement.
Yoga--A Boon to the Adjustment Problems and Behavioural Disorders of Adolescent Students
Author: Tamilselvi, B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Physical Activities,Behavior Disorders,Adolescents,Adjustment (to Environment),Anxiety,Intervention,Individual Needs

Adolescence period is the most important stage of a human being and it is the stage between childhood and adulthood. Adolescence is a time of storm and stress. They cannot adjust to their new role in life. They can have mental, emotional, adjustment, and behavioural problems known as &quot;disorders&quot;. Behavioural patterns that emerge in adolescence include smoking, consuming alcohol, other substance use, violence, sexual behaviour, etc. An individual experiences satisfaction when his physiological and psychological needs are fulfilled. Failure of satisfying the needs makes him/her depressed and disappointed. Anxiety disorders, depression, stress, risky sexual behaviours, violence, aggressive behaviour, and disobedience are some behavioural disorders of adolescent students. During adolescence, an adolescent is unable to adjust with parents, school discipline, and the community. He/she is confused with the role of adolescence with regard to somatic variation and problems. These problems greatly affect the academic performance of the adolescent students at school. The main aim of this paper is to discuss the fact that behavioural and adjustment problems can be reduced by Yoga. Yogasana, Pranayama, and Meditation are the techniques given to the Adolescent students as a solution to their problems. The purpose of this paper is to give an insight of Yoga and how Yoga helps the adolescents to lower their stress and stay calm. The result of Yoga intervention to adolescent students has positive effects on both physical and mental health. It benefits the young people not only in school, home, and the community but also throughout their life.
Feelings of Challenge and Threat among Pre-Service Teachers Studying in Different Learning Environments--Virtual vs. Blended Courses
Author: Zeichner, Orit
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Questionnaires,Preservice Teachers,Online Courses,Student Attitudes,Attitude Change,Negative Attitudes,Metacognition,Statistical Analysis,Context Effect,Personality Traits,Social Values,Distance Education,Teacher Education

This study focused on feelings of threat and challenge among pre-service teachers in different learning environments--virtual and blended courses. The two goals of this study were (1) to define the subjects' feelings in virtual and blended learning environments, and the relationship between them, and (2) to examine how their feelings changed between the beginning and end of either type of course. A sense of &quot;threat and challenge&quot; points to the pre-service teachers' reaction to their learning environment and its characteristics, and reflects their ability to cope with the learning process, satisfaction, and perseverance. This quantitative study included 578 participants, who filled out questionnaires at the beginning and end of each course. Three major factors were found to describe their perception of the situation: negative feelings, sense of threat, and sense of challenge. A positive relationship was found between sense of threat and negative feelings, and a negative relationship was found between sense of challenge and negative feelings. Significant interactions were found for situation perceptions of both learning environments. Participants in the virtual course exhibited less negative feelings at its end. A similar result was found for sense of threat. In contrast, the students' sense of challenge increased by the end of the virtual course. These findings support the view that negative feelings and threat among students in virtual courses can be improved by means of cognitive strategies and meaningful effectiveness.