ethanporcaro/eric-fulltext-meta huggingface dataset:
Widening Access to Language Learning in the Institutes of Technology in the Republic of Ireland
Author: Carthy, Una
Date: 2020-12-14
Type: Reports - Descriptive
Subjects: Access to Education,Second Language Learning,Technical Institutes,Foreign Countries,Computer Assisted Instruction,Handheld Devices,Electronic Learning,Online Courses

Higher Education Institutions (HEIs) in the Republic of Ireland have been called to widen participation in language learning by the government's &quot;Languages Connect Strategy.&quot; The challenge is to increase the level of participation from 4% to 20%. Moreover, a recent nationwide study has revealed a grassroots demand for language provision that is currently unmet, and that prevailing perceptions of a lack of curricular space for languages may be one of the overriding obstacles to change. Mobile Assisted Language Learning (MALL) provides a possible solution to this dilemma, as it enables various forms of content located on virtual learning platforms to be accessed from anywhere. There is certainly a case for widening participation in language learning by harnessing new technologies. Online platforms create virtual spaces for language learning that transcend the confines of the traditional language classroom. MALL provides unlimited access to learning content and offers the potential for synchronous interaction with native speakers. Existing market leaders of MALL certainly have a global reach; however, their underlying pedagogy has been called into question. Further research and innovation are needed to create pedagogically sound learning platforms that might motivate language acquisition. Third level language educators need to create online learning pathways for languages, thereby overcoming perceived obstacles to change and bringing the second language acquisition process into the 21st century. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Voluntary Support of Education: Key Findings from Data Collected for the 2017-18 Academic Fiscal Year for U.S. Higher Education. Research Brief
Author: Council for Advancement and Support of Education
Date: 2019-02-00
Type: Reports - Research
Subjects: Fund Raising,Educational Finance,Donors,Financial Support,Private Financial Support,Philanthropic Foundations,Higher Education,Corporate Support,Alumni,Institutional Characteristics,Grants,Endowment Funds,Investment

The Voluntary Support of Education (VSE) annual survey collects data on fundraising outcomes in higher education institutions in the United States. It is regarded as the definitive source of information on philanthropic support of those institutions. This research brief--the first in a series--is an example of the Council for Advancement and Support of Education's (CASE's) ambition to provide high-quality data about educational philanthropy and communicate research findings that are easily digestible, engaging and contextual. This is a summary of the key findings from the 2017-2018 academic fiscal year. According to the VSE survey, voluntary support of U.S. higher education institutions reached $46.73 billion in 2018, an increase of 7.2 percent over 2017 and the highest amount ever reported. This year's increase follows a nine-year trend of growth following the decline in contributions to colleges and universities in fiscal year 2009. Charitable support to higher education institutions grew in each subsequent year. Total estimated support of U.S. higher education institutions rose 67.8 percent between 2009 and 2018.
Voluntary Support of Education: Key Findings from Data Collected for the 2018-19 Academic Fiscal Year for U.S. Higher Education Institutions
Author: Kaplan, Ann E.
Date: 2020-01-00
Type: Reports - Research
Subjects: Fund Raising,Educational Finance,Donors,Financial Support,Private Financial Support,Philanthropic Foundations,Higher Education,Corporate Support,Alumni,Institutional Characteristics,Grants,Endowment Funds,Investment

This is the second year that the Voluntary Support of Education (VSE) survey--the longest-running and most-comprehensive survey of charitable giving to U.S. higher education institutions--has been under the auspices of the Council for Advancement and Support of Education (CASE). The brief that follows outlines basic findings from the 2019 survey, which covers the fiscal year that, for most institutions, began on July 1, 2018, and ended on June 30, 2019. Some institutions report on different fiscal years. In 2019, 913 institutions provided data to the survey. Of those, 871 replied in 2018 as well, and that cohort is called the core group. Analysis uses both groups. The national estimates are derived by accounting for non-respondents and by observing patterns in the core group. According to the VSE survey, voluntary support of higher education institutions reached $49.60 billion in 2019, a 6.1% increase over 2018 and the highest level ever reported. This is the 10th consecutive year of growth in giving, though the rate of growth slowed and was unevenly distributed by purpose and type of institution. [For the 2017-18 report, see ED611085.]
Using Technology-Assisted Peer Feedback to Improve Academic Writing
Author: Lazic, Dragana
Date: 2020-12-14
Type: Reports - Research
Subjects: Peer Evaluation,Feedback (Response),Academic Language,Writing Improvement,Writing Instruction,Writing Evaluation,Paragraph Composition,Revision (Written Composition),Computer Assisted Instruction,Instructional Effectiveness,English (Second Language),Language Proficiency,Student Attitudes,College Freshmen,Public Colleges,Foreign Countries

The poster discusses the possibilities of technology-assisted peer feedback in English as a Foreign Language (EFL) writing classrooms among low proficiency students. It is a part of an ongoing research project developed after a study conducted in the first half of 2019 (Lazic &amp; Tsuji, 2020a, 2020b). The first goal is to explore the effectiveness of in-class activities, which include technology-assisted peer feedback, in improving global aspects of writing, i.e. paragraph structure and content, and to examine the uptake of peer feedback delivered via an Automated Writing Evaluation tool (AWE), Educational Testing Service (ETS) Criterion®. Second, the study looks at students' perceptions. Participants were 15 first-year students taking an academic writing class. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Voluntary Support of Education: Key Findings from Data Collected for the 2019-20 Academic Fiscal Year for U.S. Higher Education Institutions
Author: Kaplan, Ann E.
Date: 2021-01-00
Type: Reports - Research
Subjects: Fund Raising,Educational Finance,Donors,Financial Support,Private Financial Support,Philanthropic Foundations,Higher Education,Corporate Support,Alumni,Institutional Characteristics,Grants,Endowment Funds,Investment,COVID-19,Pandemics

The Voluntary Support of Education (VSE) annual survey has collected data on fundraising outcomes in higher education institutions in the United States. It is regarded as the definitive source of information on philanthropic support of those institutions. Data from the survey are used to estimate total charitable support of all institutions of higher education in the nation, including nonrespondents. This is a summary of the key findings from the 2019--2020 academic fiscal year. According to the VSE survey, voluntary support of higher education institutions in the United States was essentially flat in the fiscal year that, for most institutions, ended June 30, 2020. While support edged down two-tenths of a percent, at $49.50 billion, nearly half--48.6%--of responding institutions reported giving rose in 2020. In addition, in 2019, Michael Bloomberg's charities and foundation gave $1.8 billion to Johns Hopkins University. If that contribution were removed from 2019 results, giving in 2020 would have increased 3.6%. [For the 2018-19 report, see ED611086.]
LARA: An Extensible Open Source Platform for Learning Languages by Reading
Author: Bédi, Branislav
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Open Source Technology,Multimedia Materials,Second Language Learning,Second Language Instruction,Workshops,Summer Programs,Indo European Languages,Undergraduate Students,Poetry,Instructional Materials,Language Variation,Sign Language,Foreign Countries,Reading Processes,Linguistic Input

Learning and Reading Assistant (LARA) is an open source platform that enables conversion of plain texts into an interactive multimedia form designed to support second- and foreign-language (L2) learners. In this workshop, we illustrate the open source aspects using collaborative work carried out during a six-week summer project at the Árni Magnússon Institute for Icelandic Studies. Three undergraduate level students extended the platform in different directions in cooperation with other members of the international LARA team. The three subprojects were respectively concerned with adding automatically generated flashcards, adding multimedia versions of poetic texts in the archaic language Old Norse, and extending LARA to allow the inclusion of sign language content in Icelandic sign language -- Íslenskt TáknMál (ÍTM). All three reached successful conclusions. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Student Preferences: Using Grammarly to Help EFL Writers with Paraphrasing, Summarizing, and Synthesizing
Author: Lazic, Dragana
Date: 2020-12-14
Type: Reports - Research
Subjects: Foreign Countries,College Students,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Student Attitudes,Instructional Effectiveness,Writing Instruction,Computer Software,Self Esteem,Grammar

This study explores students' perceptions about using Automated Writing Evaluation (AWE), Grammarly (a paid version), as a complementary instructional tool to teach and support writing from sources. Participants were second-year students (n=37) at a public university in Japan. After in-class tasks aimed at teaching paraphrasing, summarizing, and synthesizing, students completed a survey that measured their perceptions. Students had positive attitudes about Grammarly in general but had somewhat polarized opinions on how useful the tool is in teaching writing from sources and helping with plagiarism. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Constructing an Interactive Old Norse Text with LARA
Author: Bédi, Branislav
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Open Source Technology,Indo European Languages,Audio Equipment,Translation,Vocabulary,Phrase Structure,Poetry,English,Feedback (Response),Foreign Countries,Reading Processes,Computer Assisted Instruction,Computer Software

We describe how the open-source Learning and Reading Assistant (LARA) platform was used to convert a classic Old Norse text, the &quot;Völuspá,&quot; into an interactive online form. The LARA version includes high-quality recorded audio, translations, notes on key words and phrases, an automatically generated concordance, and links to other online resources. The interactive text was created in two different editions, one with Modern Icelandic translations designed to support Icelandic school students who read the poem as a set text, and one with English translations designed for English readers with basic Old Norse who wish to able to appreciate the poem in the original as a piece of literature. Initial feedback from groups has been positive. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Icelandic Online: Twenty Years of Development, Evaluation, and Expansion of an LMOOC
Author: Arnbjörnsdóttir, Birna
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Indo European Languages,Large Group Instruction,Online Courses,Educational Technology,Teaching Methods,Open Educational Resources,Educational History,Academic Persistence,Student Attitudes,Student Attrition,Computer Simulation

In this article, the developers of seven Language Massive Open Online Courses (LMOOCs), Icelandic Online (IOL, https://icelandiconline.com/), describe the technological and pedagogical principles that have contributed to the program's longevity. Development began in 2001 with a courseware system later upgraded to a multiplatform app. Over 80,000 users have completed one or more of the curated and pedagogically driven courses, which are monitored by a tracking system. The tracking system and follow-up surveys generate unique, large-scale empirical data enabling sustained engagement with participants' views and behaviors as they go through the courses, some of which are offered in three different delivery modes. Finally, further development projects based on the versatile IOL non-language specific, multiplatform system are presented, including Virtual Reality (VR) projects, courses in other languages, and L2 literacy courses for children. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Digital Learning Environments, Multimodal and Sensory Affordances: Reshaping the Second Language Experience for a New Era
Author: Pellerin, Martine
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Second Language Learning,Elementary School Students,French,Immersion Programs,Grade 6,Elementary School Teachers,Language Teachers,Computer Uses in Education,Computer Games,Affordances,Learner Engagement,Game Based Learning,Foreign Countries,Outcomes of Education

The paper examines how the game Minecraft can be used as a new digital learning environment in the context of second language teaching and learning. It explores how the concepts of digital space and digital place within the new 3D digital environment can contribute to reshaping the language learners' experience and promote greater engagement in the target language. The study involved one language teacher and his grade 6 (upper elementary) students in a French immersion program in Canada. Digital artifacts created by the students in Minecraft were collected and qualitative analysis was carried out. The findings reveal that the use of a new digital environment allows for the emergence of a sense of digital place (emotional connection), greater engagement, and a sense of agency and control on the part of learners. Higher levels of collaboration, creativity, and imagination were also observed in the language tasks. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
The Development of an Online Game-Based Simulation for the Training of English Language Teachers in Virtual Environments
Author: Vasmatzoglou, Areti
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Game Based Learning,Educational Games,Computer Simulation,Virtual Classrooms,Interaction,English (Second Language),Second Language Instruction,Masters Programs,Graduate Students,Student Teaching,Student Teacher Attitudes,Instructional Effectiveness,Skill Development,Foreign Countries

Virtual simulation training has gained in usage in various educational fields and offers the potential to support and reinforce learning goals when practical experience is not possible. Teaching practice experience in an English as a Foreign Language (EFL) classroom is critical, yet frequently unobtainable for students in Teaching English to Speakers of Other Languages (TESOL)/English Language Teaching (ELT) Masters programmes. This paper describes the design, development, and evaluation of a gamified simulation prototype, &quot;Virtual EFL Classroom,&quot; that was built to offer teaching practice opportunities to students in such programmes. Eleven Masters students enrolled in the ELT programme at Trinity College Dublin took part in this study. Findings indicate that participants enjoyed active experimentation in &quot;Virtual EFL Classroom&quot; and that it has the potential to enhance student-teachers' decision-making skills, flexibility, and adaptability in planning and teaching learner-centred lessons. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
L2 Extensive Reading: Online Graded Readers or &apos;Old School&apos; Paperbacks?
Author: Thompson, Andrew
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Freshmen,Second Language Learning,English (Second Language),English for Academic Purposes,Reading Interests,Electronic Libraries,Basal Reading,Books

The purpose of this pilot study was to investigate (1) students' interest in reading English books, (2) students' interest in using an online Virtual Library (VL), and (3) students' experiences and preferences relating to the implementation of an online VL within an Academic English Program (AEP). First-year students (N=136) from a public university in southwest Japan participated in this study. The preliminary results provide a deeper understanding of student interest, experiences, and preferences relating to the implementation of a VL within an AEP. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Development of an Online Tense and Aspect Identifier for English
Author: Blake, John
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Verbs,Computer Software,Teaching Methods,Computer Assisted Instruction,Grammar,Morphemes,Second Language Learning,Second Language Instruction,English (Second Language),Natural Language Processing,Classification,Visualization,Computer Science Education,Majors (Students),Undergraduate Students,Computational Linguistics,Foreign Countries,Telecommunications,Handheld Devices

This article describes the development of a tense and aspect identifier, an online tool designed to help learners of English by harnessing a natural language processing pipeline to automatically classify verb groups into one of 12 grammatical tenses. Currently, there is no website or application that can automatically identify tense in context, and the tense and aspect identifier fills that niche. Learners can use the tool to see how grammatical tenses are used in context. Finite verb groups are automatically identified, and the relevant words in the verb group are highlighted and colorized according to the tense identified. The latest deployed system can identify tenses in simple, compound, and complex sentences. False positive results occur when there is ellipsis of auxiliary verbs or when the tagger assigns the incorrect part-of-speech tag. The user interface of the tense identifier is a web app created using the Flask framework and deployed from the Heroku platform. The tool can be used for inductive and deductive teaching approaches, or even to check for tense consistency in a thesis. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Laying the Groundwork for a Historical Overview of High-Impact CALL Papers
Author: Choubsaz, Yazdan
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Instruction,Journal Articles,Educational Research,History,Citations (References)

This study traces the evolution of Computer Assisted Language Learning (CALL) through published Research Articles (RAs) in four major journals: &quot;ReCALL,&quot; &quot;CALL,&quot; &quot;Language Learning &amp; Technology (LL&amp;T),&quot; and &quot;CALICO Journal.&quot; The paper outlines the rationale and the methodology of this, which begins with downloading all 2,397 full RAs published in English, from the very first issues up to the end of 2019. This preliminary report already gives an overview of the history of the field; in particular, the increasing number of papers attests to the healthy state of research in CALL. Subsequent analysis focuses on a subcorpus of 426 papers chosen by the frequency of citation in each year as a gauge of impact within the community. The final analysis will use computer tools to help identify methodologies, themes, and theories as they rise and fall over the years. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Improving Spanish-Speaking Students&apos; Pragmatic Competence through SCMC: A Proposal
Author: Di Sarno García, Sofia
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Pretests Posttests,Comparative Analysis,Teaching Methods,Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Spanish Speaking,Communicative Competence (Languages),Intercultural Communication,Native Speakers,Videoconferencing,Learning Strategies,Foreign Countries,Computer Mediated Communication,Speech Acts,Aerospace Education,Engineering Education,Universities,Language of Instruction,College Students,Majors (Students),English

Due to the scarcity of studies analysing Spanish-speaking students' acquisition of pragmatic competence in English, this paper focuses on the preliminary stage of a longitudinal study on the impact that Synchronous Computer-Mediated Communication (SCMC) has on the use of apologies and the acquisition of intercultural communicative competence. In other words, this paper presents the type of explicit instruction that students from Spain need in order to improve their ability to express apologies, and how interaction with English-speaking students through Skype will help them to acquire the strategies that L1 speakers use in everyday conversations. Spanish-speaking students will complete a pre- and post-test questionnaire to measure their level of pragmatic knowledge before and after the interaction with English-speaking students. Additionally, a control group will carry out the task via face-to-face interaction. It is envisaged that after the telecollaborative exchanges, Spanish students in the experimental group will experience greater improvement in the performance of apologies than those in the control group and, subsequently, in their pragmatic competence. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]