ethanporcaro/eric-fulltext-meta huggingface dataset:
Corrective Feedback on Writing in EFL Context: Comparison of Two Approaches
Author: Gündüz Kartal, Mine
Date: 2019-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,English (Second Language),Writing Instruction,Instructional Effectiveness,Direct Instruction,Private Colleges,Self Management,Foreign Countries,Teaching Methods,Young Adults,Student Reaction

Although there is a disagreement among researchers on the effectiveness of corrective feedback (CF) in L2 writing (Ferris, 1999; Truscott, 1996; Truscott 1999), many studies proved that CF improves L2 learners' accuracy in writing over time. Therefore, instead of investigating the effectiveness of CF, some researchers carried out studies to investigate the effectiveness of different methods, techniques, approaches of applying CF (e.g. Bitchener, Young &amp; Cameron, 2005; Chandler, 2003; Tootkaboni &amp; Khatib, 2014) in L2 writing. Similarly, this current study was conducted to investigate the effects of two different corrective feedback types on L2 written performances. The first corrective feedback type is explicit feedback (cognitive-interactionist approach) in which the feedback is given directly, the other corrective feedback type is graduated feedback (sociocultural approach) in which the feedback is given as an assistance. The study conducted in one of the private universities in Turkey, with 11 Turkish EFL students. The students in the Explicit Feedback Group (n=5), and the students in the Graduated Feedback Group (n=6) completed their opinion paragraphs and received feedback according to the group they were assigned. After two weeks, the same procedure was applied to find out if there were any changes over time. The results of the study showed that the students in the Graduated Feedback Group were more successful in terms of doing self-correction than the students in the Explicit Feedback Group.
Variations in the Citation Use and Perceptions in Writing the Literature Review by EFL Postgraduates
Author: Jomaa, Nayef Jomaa
Date: 2019-00-00
Type: Journal Articles
Subjects: Citations (References),Student Attitudes,English (Second Language),Literature Reviews,Doctoral Students,Doctoral Dissertations,Arabs,Applied Linguistics,Information Technology,Academic Language,Writing (Composition),Public Colleges,Foreign Countries,Semitic Languages,Native Language,Attention,Credibility

Academically, citation is pivotal since it presents justifications for the arguments and a demonstration of the writer's position. Despite the increasing number of studies on citations, little knowledge has been reported regarding the citation use and practices of EFL students within the ESL context. Hence, the present study aimed at investigating the extent of variation in the citation practices in the literature review of PhD theses in Applied Linguistics and Information Technology. The study analysed the citations qualitatively focusing mainly on several aspects, including using types of citations, the variety of the citations based on the type of the clauses in each citation, and the perspectives of EFL Arab postgraduates on using citations. A purposeful sampling was adopted in selecting the literature review of 20 PhD theses and nine EFL Arab candidates of Applied Linguistics and Information Technology. The results show the dominance of the integral citation in the literature review of Applied Linguistics and Information technology. The inter-disciplinary comparison also reported similarity in terms of the high frequency of using citations with clauses complexes. The discourse-based interviews revealed that EFL Arab postgraduates depended on the integral citation to highlight ideas, attract the reader's attention, affirm the credibility of the cited information, and refer to the type of the information. The little available information on using citations and the possible effect of their native language may lead EFL Arab postgraduates to have their own strategies regarding citations use. Consequently, EFL postgraduate students probably need explicit instructions on the use of citations.
The Introduction Section of Research Articles in English and Turkish: The Case of Educational Sciences -- A Preliminary Study
Author: Deveci, Tanju
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Reports,Journal Articles,Text Structure,Educational Research,Turkish,English,Discourse Analysis,Verbs,Form Classes (Languages),Grammar,Contrastive Linguistics

Readers' decisions about the relevance and significance of research presented in a journal article are often influenced by the introduction section. Several factors contribute to authors' writing of effective introductions. This descriptive study aimed to explore strategies used by English and Turkish authors in the introduction section of educational sciences research articles published between 2012 and 2018. Towards this end, the creation of a research space (CARS) model and authorial voice were investigated in a 358,068-word collection of 62 journal articles (31 Turkish &amp; 31 English). Results showed that the English collection revealed more frequent use of the submoves in CARS. Additionally, it included other moves (i.e., announcing principal findings and description of the methodology used) which were absent in the Turkish collection of text. The authors of the English introductions and those of the Turkish introductions also differed from each other significantly in their use of authorial voice. The former used the active voice more often than the passive voice. There was also some use of personal pronouns in the English texts while they were never used in the Turkish texts. These results point to a general pattern in education research article introductions in English and Turkish. The results imply that authors' lack of attention to these trends when writing in a foreign language may result in limited visibility in their fields. It is, therefore, recommended that scholars and training students should be informed about the ways they could navigate these issues within their discourse communities.
Error Feedback in Second Language Speaking: Investigating the Impact of Modalities of Error Feedback on Intermediate EFL Students&apos; Speaking Ability
Author: Khoram, Alireza
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Speech Skills,Language Proficiency,English (Second Language),Second Language Instruction,Instructional Effectiveness,High School Students,Females,Peer Evaluation,Teacher Student Relationship,Foreign Countries,Public Schools

Over the past few decades, error feedback has received substantial attention in language pedagogy. Despite this, few studies have been carried out on the effect and benefits of various modalities of error feedback on the oral proficiency of the intermediate EFL learners. To this end, an experimental design was adopted and implemented with 80 female high school students who were divided into four groups, namely, the intra-error feedback group (Intra-EF group), the inter-error feedback group (Inter-EF group), the teacher error feedback group (TEF group), and the control group. Treatment sessions for the experimental groups included three sessions for completing the speaking tasks and three sessions for feedback conferences. The participants in all groups completed the same speaking activities under the same process of discussion, but received different modalities of error feedback in feedback sessions. Results of T-test, one-way ANOVA and Scheffe Post Hoc test revealed that different stages of peer error feedback (i.e., intra- and inter-error feedback), as well as teacher error feedback influenced the learners' speaking ability. Additionally, peer error feedback and teacher error feedback exerted different effects on their speaking ability.
Pre-Service Language Teachers&apos; Use of Social Networking Sites for Language Learning: A Quantitative Investigation
Author: Solmaz, Osman
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Social Media,Student Attitudes,Language Teachers,Second Language Learning,English (Second Language),German,Language Proficiency,Student Characteristics,Correlation,Language Skills,Foreign Countries

This study examined pre-service language teachers' attitudes towards social networking site (SNS) use for language learning, their SNS practices for improving their target languages, and the relationship between them. 279 English and German language teacher candidates participated in the surveys designed for the present study. The statistical analyses of the data revealed that pre-service language teachers had positive perceptions towards SNS use for the purpose of language development and they took advantage of SNSs to improve their target languages. It was also found that variables such as participants' departments, years of study, and self-reported SNS literacies significantly affected their attitudes towards SNS use and their SNS practices. Finally, the quantitative data obtained confirmed a significant correlation between teacher candidates' attitudes and their SNS practices for language learning in general and for particular skills. The results are discussed within the context of relevant scholarship, and the study is concluded with recommendations for future research.
Metadiscourse in Academic Writing: A Comparison of Research Articles and Book Reviews
Author: Bal-Gezegin, Betül
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Language,Writing (Composition),Comparative Analysis,Computational Linguistics,English (Second Language),Second Language Learning,Authors,Research Reports,Taxonomy,Book Reviews,Verbs,Nouns,Language Usage,Form Classes (Languages),Discourse Analysis

The aim of this comparative study is to investigate the deployment of interactional metadiscourse features in two different academic genres. For this purpose, a small, specialized corpus of 48 research articles and book reviews from seven different disciplines were collected. The conclusion sections of the texts written by non-native speakers of English were investigated to find out how interactional metadiscourse features were used. Drawing on previous metadiscourse frameworks, &quot;hedges,&quot; &quot;boosters,&quot; &quot;attitude markers,&quot; &quot;self-mentions&quot; and &quot;engagement markers&quot; were identified in both sub-corpora. The results indicated significant differences across the groups on how writers constructed their authorial stance with interactional metadiscourse markers. Findings revealed that by using a rich number and variety of attitude markers, book reviewers were more evaluative in their conclusions. On the contrary, higher use of hedges in research articles allowed the authors sound more cautious in their commitment to the propositions. This study offers a detailed account of interactional metadiscourse in these two genres and illustrates how interpersonal function of language is accomplished for particular purposes in different academic texts.
Using Contrastive Terminology Analysis in Teaching a Foreign Language
Author: Wu, Chunxiang
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Chinese,Contrastive Linguistics,Business Communication,Business English,Contracts,Computational Linguistics,Languages for Special Purposes,Semantics,Guidelines,Language Usage,Vocabulary Development,Laws

This study focuses on teaching Chinese for Special Purposes (CSP) and explores how terminology used in Chinese commercial contracts can be taught using a contrastive terminology analysis. Firstly, we outline the contextual differences that exist between commercial contracts drafted in Chinese and those drafted in English. Secondly, we describe the method of contrastive semantic analysis and show how it can be paired with corpus linguistics in order to help L2 Chinese learners acquire vocabulary used in Business Chinese, focusing specifically on Chinese commercial contracts. Thirdly, we shall explore the semantic equivalence between lexical items of different languages. Lastly, we present a semantic analysis of terminology found in Chinese and English commercial contracts. We hope that the theoretical framework presented in this paper will be of use to teachers of Chinese for Special Purposes.
Enhancing Critical Awareness through Socratic Pedagogy
Author: Balbay, Seher
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Questioning Techniques,Teaching Methods,Preservice Teachers,English (Second Language),College Freshmen,Foreign Countries,Second Language Instruction,Consciousness Raising

Socratic pedagogy is an approach to teaching through questioning mainstream practices without being judgmental in an effort to understand, empathize and reach more objective conclusions about reality. This study explores the effects of its use on student teachers' critical awareness skills during their participation in a Spoken English course given at a Foreign Language Education Department in Turkey. This qualitative study was conducted with freshman students and the intervention lasted one academic year. Individual and focus group interviews, and observation notes based on student performance in class were used as data collection tools. The results clearly indicate the development of students' critical awareness of political, economic and culture-related issues regarding language teaching settings, and they generated deeper insight to multiple aspects of teaching English. Students displayed an understanding of the consequences of political decisions as well as the economic dimensions of educational commitments, and expressed a positive attitude towards cultural diversity after a yearlong Socratic pedagogy intervention.
The Role of Psychological Capital in Language Learners&apos; Willingness to Communicate, Motivation, and Achievement
Author: Khajavy, Gholam Hassan
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Psychological Patterns,Resilience (Psychology),Student Motivation,Academic Achievement,Second Language Learning,Language Usage,Communication (Thought Transfer),English (Second Language),Positive Attitudes,Foreign Countries,Test Reliability,Test Validity,Predictor Variables

By shifting the focus of studies in applied linguistics from negative psychology to positive psychology, psychological capital (PsyCap) consisting of self-efficacy, hope, optimism, and resilience can be an influential factor in the language classrooms. Prior studies have emphasized the role that PsyCap plays in management, though little attention has been given to it in education. Therefore, to address this gap, this research intends to assess the role of PsyCap in learners' second/foreign (L2) willingness to communicate (WTC), L2 motivational self system, and L2 achievement. To achieve this goal, 317 Iranian English as a foreign language (EFL) learners took part in the present study and completed the measures of PsyCap, L2 WTC, and L2 motivational self system. The findings of structural equation modeling demonstrated that the learners' PsyCap was a positive significant predictor of L2 WTC, L2 motivational self system, and L2 achievement. These findings confirm the influential role of PsyCap in language education. Based on the findings, some recommendations were presented on how to apply PsyCap to the realm of language education.
Correlates of Listening Comprehension in L1 and L2: A Meta-Analysis
Author: Karalik, Tuncay
Date: 2019-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Native Language,Correlation,Vocabulary Skills,Metacognition,Short Term Memory,Grammar,Anxiety,Second Language Learning,Educational Research,Self Efficacy,Self Concept

The present meta-analysis aimed to explore the correlates of listening comprehension in first (L1) and second language (L2). In this regard, the overall average correlation scores, obtained from several primary studies retrieved from several databases, between linguistic (vocabulary size, vocabulary depth, syntactic knowledge), cognitive (working memory, metacognitive skills), and affective factors (anxiety and self-concept) and oral comprehension were measured. The results of the analysis revealed that in terms of strengths of association with listening comprehension, linguistic correlates were superior to cognitive correlates in L2 listening comprehension. There existed positive correlations with large effect sizes between vocabulary and grammar knowledge and listening comprehension while working memory yielded a positive correlation with a small effect size. Metacognitive skills, on the other hand, demonstrated a positive correlation with L2 listening comprehension with a large effect size. A similar pattern was observed in L1 listening comprehension with smaller strengths of association. Vocabulary and grammar knowledge yielded positive correlations with L1 listening comprehension and the effect size was medium while working memory weakly correlated with listening comprehension. An important distinction between L1 and L2 listening comprehension was observed in the affective domain. Anxiety and self-concept which were not reported to correlate with L1 listening comprehension were found to display large correlations with listening comprehension in L2. Overall, it was found that listening comprehension in both L1 and L2 is a multi-faceted process with different types of components involved.
Integration of Task-Based Language Assessment into Young Learner Classrooms
Author: Sarigöz, Iskender Hakki
Date: 2019-00-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,Foreign Countries,Authentic Learning,Guidelines,Elementary School Students,Language Tests,Student Attitudes,Learning Processes,Faculty Development,Student Characteristics,Student Evaluation,Language Teachers,English (Second Language),Student Needs,Visual Aids,Educational Technology,Language Usage

Task-based language assessment (TBLA) is a way of providing information about language learning in authentic settings. Not only does it present language learners with a meaningful and embedded context of assessment but also promotes communication in the target language. Within the framework of TBLA, this study aims to integrate the 4th grade language testing into language learning process through ILTPY (Integrated Language Testing Program for Young Learners). ILTPY includes ten-unit assessment tasks which have been developed in accordance with the young learners' characteristics and the 4th grade curricular objectives at state primary schools affiliated with the Ministry of National Education (MoNE) in Turkey. In order to test the effectiveness of ILTPY, two-unit assessment tasks were employed in the 4 th grade classrooms. At the end of the two-unit implementation, follow-up interviews were conducted with the students and teachers in order to understand the influence of ILTPY on language learning process. The study findings show that the assessment tasks in ILTPY significantly increased the level of language attainment in the 4th grade. The two-unit implementation motivated a majority of language learners by offering them to reinforce what they had learnt. The students' increasing enthusiasm and participation, and the opportunity for professional development motivated most of the language teachers to teach English and assess the students as emphasized in ILTPY. However, task development and implementation were regarded as the demotivating factors in view of practicality. The assessment tasks mostly met the young learners' needs of assessment, but they should be supported with more visuals and technology. Finally, it is considered that ILTPY generally affected language learning positively.
Bullying and Cyberbullying: Variables That Influence University Dropout
Author: Bernardo, Ana B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Dropouts,Foreign Countries,Victims,College Freshmen,Social Support Groups,Intervention,Prevention,Friendship,Teacher Student Relationship,Intention,Violence,At Risk Students,Academic Persistence

The increase in dropout rates in higher education is a phenomenon that has generated a lot of interest because of the need to deal with its economic, personal, and social consequences, and because of its prevalence, estimated around 30% in Spain. There is a similar interest in violent behavior in university classrooms, which has also been seen to have increased in recent years. Given that, and the fact that research has shown personal variables to be more influential in dropout from higher education, the aim of this study is to explore whether those students who are the victims of bullying (both traditional and cyberbullying) are closer to dropping out from their degree courses. To that end, 1,653 first-year students doing various degree courses in the north of Spain were asked to complete a questionnaire. The results of a Bayesian analysis showed that students who were victims of bullying were more likely to consider dropping out than students who were not victims of bullying. In addition, variables related to social integration (support from friends and teachers) exhibited a moderating effect. These findings raise the urgent need to include intervention strategies in relation to bullying in university plans to prevent dropout.
On the Impacts of Pressured vs. Unpressured Online Task Planning on EFL Students&apos; Oral Production in Classroom and Testing Contexts
Author: Panahzadeh, Vahid
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Task Analysis,Planning,Second Language Learning,English (Second Language),Oral Language,Language Tests,Language Fluency,Speech Tests,Adult Students,Females,Grammar,Accuracy,Computer Assisted Testing

The literature on task planning abounds with studies in laboratory or classroom contexts; however, the contribution of task planning to the testing context has remained a largely uncharted area of enquiry. The current study is primarily focused on exploring the impacts of pressured vs. unpressured on-line task planning conditions on EFL students' oral production in classroom and testing contexts. The participants of the study comprised a total of 14 Iranian intermediate adult female EFL students from a private language institute in Tehran. Two parallel task cards- part 2 of IELTS Speaking Test- were given to students with and without any time pressure for task completion in the two different contexts in fulfilment of the requirement for promotion for the next instructional period. All performances were measured through fluency and coherence (FC), lexical resource (LR), and grammatical range and accuracy (GRA) indices. To compare the impacts of pressured and unpressured on-line task planning in the classroom and testing contexts, paired samples t-tests were conducted in SPSS. It was found that the removal of time pressure on students' task performance significantly impacted on their GRA in the classroom context. Regarding the testing context, it was found that, as with the classroom context, pressured on-line task planning led to higher FC compared to other indices. Also, it was found that unpressured on-line task planning had a statistically significant impact on students' GRA. Moreover, the authors observed that a trade-off effect exists between students' GRA and FC and their LR in the testing context; in other words, the more the students were stressed out to accomplish the test task and to produce correct sentences to get higher scores, the less they took risks to try extensive vocabulary and the lower their LR became.