ethanporcaro/eric-fulltext-meta huggingface dataset:
Studying Language Learning Opportunities Afforded by a Collaborative CALL Task
Author: Leahy, Christine
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Assisted Instruction,Second Language Instruction,Language Usage,Qualitative Research,Computer Software,Learner Engagement,Interaction,German,College Students,Business Administration Education,Foreign Countries,Cooperative Learning,Language Skills,Peer Influence,Grammar,Teamwork,Error Correction,Case Studies

This research study explores the learning potential of a computer-assisted language learning (CALL) activity. Research suggests that the dual emphasis on content development and language accuracy, as well as the complexity of L2 production in natural settings, can potentially create cognitive overload. This study poses the question whether, and how, a collaborative and open CALL task designed to simulate an authentic context of language use can support advanced learners in the process of language learning. The originality of this study lies in the fact that it is a qualitative study in which data was collected and analysed using screen-capturing software. The learner language output generated by the task was studied for evidence of episodes in which the focus was on language form (defined by Swain as language-related episodes), as such episodes are considered by output theory to be windows into language learning processes. The results showed that students engaged in interaction about language form, and that by seeking help from their peers and from online dictionaries they were able to increase the accuracy of their language. There is evidence of self-correction, hypothesis testing and metalinguistic talk in the data. Collaborative proofreading was particularly successful in improving L2 accuracy.
Grammar as a Joint Achievement: Co-Constructions in L2 Interactions
Author: Family, Neiloufar
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Grammar,Morphology (Languages),Syntax,Intercultural Communication,Secondary School Students,Early Adolescents,Form Classes (Languages),Learning Processes,Oral Language,Language Processing,Sentences,Imitation,Multilingualism,Phrase Structure,Language Patterns

In this study, we present and analyze co-constructions from L2 English data collected at the European School in Luxembourg. Co-constructions are morpho-syntactic structures split across two speakers, in which a second speaker completes a grammatical structure initiated by the first speaker in conversation. The corpus features multilingual 13-14 year old language learners interacting in an English classroom as they work on a collaborative group-writing task. Five types of co-constructions emerge in our data: &quot;locative phrases,&quot; &quot;want/let,&quot; &quot;copulas,&quot; &quot;transitives,&quot; and &quot;nominal compounds.&quot; The analysis centers on the morpho-syntactic structures involved, with consideration of the sequential environment where co-constructions occur. The featured examples complement and expand what we know about co-constructions in two ways. First, the data suggest that L2 language learners engage in co-constructions just as native speakers (NS) do, irrespective of their L2 learner status. Second, L2 co-constructions, similar to previously reported NS examples, appear to orient to both a) the morpho-syntactic constraints of the language used, as well as to b) the social-interactional context surrounding and structuring the task-in-progress such as the back and forth of talk during a collaborative writing task.
Who Says What&apos;s Correct and How Do You Say It? Multimodal Management of Oral Peer-Assessment in a Grammar Boardgame in a Foreign Language Classroom
Author: Konzett, Carmen
Date: 2015-00-00
Type: Journal Articles
Subjects: Oral Language,Second Language Instruction,Educational Games,Grammar,Verbs,Participative Decision Making,Peer Evaluation,Secondary School Students,Nonverbal Communication,French,Teaching Methods

This paper describes how a small group of students in a foreign language classroom manage the interactional task of orally assessing the correctness of verb forms while playing a board game aimed at revising verb conjugation. In their interaction, the students orient to the institutional context of this activity as a language learning exercise by adhering to the rules of the game and by diligently attending to the production of grammatically correct verb forms. One rule of the game states that the students must decide as a group if the verb forms produced are correct or not. As a consequence, there are recurring &quot;assessment moments&quot; in the game, at which the students are required to make a joint decision over the correctness of the grammatical form. As the data shows, the students manage to achieve this interactional task, taking great care to avoid potential epistemic status incongruences within the group. They do this by exploiting a fine-tuned and economically applied repertoire of multimodal resources, including the ritual of the board game and, crucially, the use of the dice. The latter turns out to be an extremely versatile tool used to complete interactional sequences, manage turn transition, ratify moves in the game and accomplish peer-assessment.
Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement
Author: Calub, Cecilia L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intervention,Preservice Teachers,Word Frequency,Language Tests,Vocabulary Development,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Elementary School Teachers,Secondary School Teachers,Language Proficiency,Access to Computers,Reading Materials,Television,Teaching Methods,Time Management,Language of Instruction,Statistical Analysis

This research sought to determine the level of productive vocabulary knowledge of the students grouped according to type of school and curriculum year level; performance of the students in the vocabulary test categorized according to frequency levels; their breadth of productive vocabulary knowledge related to type of school enrolled in, curriculum year level, and exposure to information media; and the intervention strategies that may be proposed to enhance students' productive vocabulary knowledge. The Vocabulary Level Test (VLT) designed by Nation (1990) and widely used as a second language diagnostic test in New Zealand and other English-speaking countries, was adopted and used as a tool to measure selected pre-service teachers' breadth or size of productive vocabulary knowledge against word-frequency lists. The subjects were the pre-service teachers enrolled in state and private colleges. Only the freshmen and seniors taking up Bachelor in Elementary Education and Bachelor in Secondary Education were chosen to participate in the study. Results of the investigation suggest that: (1) Pre-service teachers in both public and private schools still lack the productive vocabulary knowledge in English to make them proficient and effective speakers and writers; (2) Students from state colleges have wider vocabulary knowledge than those from the private colleges. However, the breadth of their vocabulary knowledge is not sufficient to make them effective user of the language; (3) Longer exposure to the English language in the school helps increase vocabulary size; and (4) Exposure to information media helps widens breadth of productive vocabulary. It was recommended that: (1) Productive Vocabulary Levels Test by Nation (1990) should be used, then, in all tertiary institutions as an additional quantitative measure for students' vocabulary size; (2) Students should be provided adequate access to the computer/internet, cable network, English reading materials, and television in the school; and (3) Teaching time allotted for vocabulary development in all classes where English is used as the medium of instruction should be lengthened.
Recalling the Doctor to Action--Two Requesting Formats Employed by a Nurse for Making Relevant the Doctor&apos;s Intervention
Author: Sterie, Anca Cristina
Date: 2015-00-00
Type: Journal Articles
Subjects: Nurses,Physicians,Speech Communication,Communication (Thought Transfer),Hospitals,Intervention,Telecommunications,Discourse Analysis,Interprofessional Relationship,Medical Services,Interpersonal Communication,Reports,Case Studies,Patients,Medical Care Evaluation,Ethnography,Observation

At the hospital, nurses' telephone calls to doctors mostly revolve around obtaining doctors' intervention in a medical case. To achieve this, nurses need to make the doctor's intervention relevant, by explicitly requesting it or, more indirectly, by reporting a medical problem. Two recorded telephone conversations have been selected for analysis that show a young and newly employed nurse dealing with a medically and inter-professionally difficult situation: reminding a doctor that he has delayed too much his coming to see a patient. By deploying a conversation analytic approach, the article assesses two different practices or resources the nurse uses for negotiating and obtaining the doctor's intervention--an explicit request and a report of a medical problem.
Investigating the Effectiveness of Computer-Assisted Language Learning (CALL) Using Google Documents in Enhancing Writing--A Study on Senior 1 Students in a Chinese Independent High School
Author: Ambrose, Regina Maria
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Instructional Effectiveness,Writing Instruction,High School Students,Foreign Countries,Writing Assignments,Questionnaires,Internet,Student Attitudes,English (Second Language),Mixed Methods Research,Structured Interviews

Computer-assisted language learning (CALL) has evolved through various stages in both technology as well as the pedagogical use of technology (Warschauer &amp; Healey, 1998). Studies show that the CALL trend has facilitated students in their English language writing with useful tools such as computer based activities and word processing. Students are able to produce higher quality essays in a student-centered nature and less-intimidating manner (Braine, 1997). It is also noted that this has indirectly allowed students to engage in exploratory learning with a large amount of language data. This study investigated the effectiveness of computer-based writing in the computer lab and in-class pen and paper writing. Participants included 114 Senior One students in a writing class at a Chinese Independent High School in Klang, Selangor, West Malaysia. The 114 participants individually engaged in the in-class writing task (pen and paper) and one computer-based writing task using Google Docs in the computer lab. Both writing tasks were on similar descriptive writings. A pre-writing questionnaire was given to see how students perceive using Google Docs in writing lessons and a post-writing questionnaire to check if Google Docs inspires them to write more. In order to investigate further, student interviews were conducted. The findings revealed that majority of the students have a positive attitude towards the use of Google Docs as one of the tools in learning writing as they found it very reliable. The analysis of writing samples showed that 74 students out of 109 (5 absentees) have shown improvement in their writing with the use of Google Docs. The findings revealed that students are aware of the importance of computers as one of the important tools in education for the 21st century. Nevertheless, some students felt it should be done in moderation as too much of technology can sometimes make the teaching and learning process mundane.
Multilingualism in Action: A Conversation Analytic View on How Children Are Re-Voicing a Story in a French Second Language Learning Lesson
Author: Arend, Béatrice
Date: 2017-00-00
Type: Journal Articles
Subjects: Multilingualism,French,Second Language Learning,Second Language Instruction,Discourse Analysis,Learning Activities,German,Portuguese,Video Technology,Oral Language,Case Studies,Teacher Student Relationship,Communicative Competence (Languages),Elementary School Students,Foreign Countries,Indo European Languages,Teaching Methods,Classroom Communication

Our paper provides an empirically based perspective on the contribution of Conversation Analysis (CA) to our understanding of children's second language learning practices in a multilingual classroom setting. While exploring the interactional configuration of a French second language learning activity, we focus our analytic lens on how five children and their teacher rely on multilingual resources (French, German, Luxemburgish, and Portuguese) in order to initiate and to improve the re-voicing of a story in French. Through a moment-by-moment (CA) video based analysis we can show how co-constructing the second language learning object involves various embedded linguistic and interactional competencies. We will point out how the participants engage in the re-voicing activity through their mutual orientation to each other's language conduct. Effective second language learning becomes possible because the teacher's student-directed talk provides opportunities for the children to provide oral narratives in a jointly constituted multilingually shaped interaction. Moreover, by offering insights into the interactional features (turn-taking system), CA allows us to visualize how the children's second language learning practices are interrelated with the sequential structure of multilingual talk-in-interaction. Thus, in our case study we emphasize the fundamentally social nature of second language classroom talk.
English Learning Strategies among EFL Learners: A Narrative Approach
Author: Nguyen, Hoang
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Learning Strategies,Qualitative Research,Semi Structured Interviews,Student Attitudes,Teacher Attitudes,Educational Environment,Barriers,Individual Differences,Aptitude Treatment Interaction,College Second Language Programs,Foreign Countries

Language learning strategies (LLSs) are believed to be influenced by individual differences as well as environmental and contextual factors. Therefore, the effective use of LLSs is determined by various factors, including both learning and learner variables. This dynamic and complex nature of LLSs renders it appropriate to use a qualitative approach to undertake research into this issue. This paper details the qualitative findings from a larger-scale study on English LLSs among tertiary students in the context of Vietnam. The data was gathered from semi-structured interviews with 10 English as a foreign language (EFL) teaching staff and 10 EFL students at a university in Vietnam. Interviews were conducted in Vietnamese lasting 30 to 40 minutes, and were audio recorded with consent. The interview questions for students focussed on their general attitudes and lived experiences of LLSs. Similarly, the interview questions for EFL staff were structured around their general attitudes. The interview data were translated into English, rechecked, and thematically analysed. The findings are of a textual and interpretative nature with emerging themes and issues related to the attitudes towards and actual use of LLSs among the target learners. The findings provide practical implications for practitioners, researchers and educational policy makers alike.
Exploring Challenges Encountered by EFL Libyan Learners in Research Teaching and Writing
Author: Alsied, Safia Mujtaba
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Writing (Composition),Second Language Learning,English (Second Language),College Students,College Faculty,Teacher Attitudes,Mixed Methods Research,Writing Assignments,Comparative Analysis,Academic Discourse,Writing Attitudes,Student Motivation,Research,Knowledge Level,Library Services,Access to Information,Internet,Writing Research,Questionnaires,Likert Scales,Semi Structured Interviews,Data Analysis

Research is conducted all over the world to solve problems or to answer questions of significance to humanity. Academic writing or writing to report research is not easy because it requires adequate background knowledge, interest, motivation and hard work. This study investigates the major challenges in research writing faced by Libyan EFL learners at Sebha University and also explores Libyan teachers' attitudes towards their students' work. A total of 42 students and 4 teachers formed the sample of this study. The present study used a mixed method approach. The findings of the study revealed that Libyan EFL learners have difficulty developing a research project and reporting the findings. The former requires them to identify the area of interest, choose a topic and formulate a researchable problem while the latter typically involves writing a literature review, the methodology, results and discussion sections. Between the two tasks, the students found academic writing the most challenging. It was also found that Libyan teachers had negative attitudes towards their students' research due to the following reasons: lack of motivation, insufficient background knowledge about research, lack of library resources, inadequate number of courses related to research, and the unavailability of Internet in the college.
The Importance of CoP in Transforming New Learning Communities into Experienced Ones in EFL Classrooms
Author: Nagao, Akiko
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,English (Second Language),Undergraduate Students,Statistical Analysis,Educational Indicators,Classroom Environment,Classroom Techniques,Teaching Methods,Interaction,Interaction Process Analysis,Sharing Behavior,Educational Change,Educational Practices,Foreign Countries,Language Tests,Second Language Learning

Since the Communities of Practice (CoP) concept has been adopted in various learning environments, visualizing its development in English as a foreign language (EFL) classrooms is complicated. Thus, based on the CoP concept, this study investigates the changes in learners' degrees of participation and CoP elements in EFL writing/reading classes when the systemic functional linguistics genre-based approach to language learning is introduced over a 15-week period. The participants included 58 undergraduate students at various proficiency levels from three different classrooms. Developmental changes in the students and their communities were examined by conducting pre-, mid-, and post-quantitative analyses of 10 CoP elements, including three key modules: mutual engagement, joint enterprise, and shared repertoire. Three elements showed no similar developmental patterns, whereas two CoP components (mutual engagement and shared repertoire) indicated similar patterns in one classroom where their activities began with moderate awareness, gradually increasing toward the end of the semester. Among the three classrooms, only one CoP component (i.e., shared repertoire) showed a similar developmental pattern. The results imply that the features involving human relationship expansion, including the frequency of contact and the ease in asking for help from other members, called &quot;Mutual Engagement,&quot; grow during the early or middle stages. Features such as &quot;Joint Enterprise&quot; and &quot;Shared Repertoire&quot;--dealing with understanding other members' knowledge and understanding jargon--start developing in the latter stages. This study implies that understanding the concept of CoP can help teachers clarify learners' behaviors in classroom communities, which can lead to major developments in learning.
Written Corrective Feedback: Student Preferences and Teacher Feedback Practices
Author: Irwin, Bradley
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,Preferences,Delivery Systems,Educational Practices,College Second Language Programs,Questionnaires,Statistical Analysis,Protocol Analysis,Student Surveys,Essay Tests,Interviews,Teacher Attitudes,Case Studies,Likert Scales,Student Attitudes,Foreign Countries

This case study explores the intricate interaction between students' preferences for written corrective feedback and actual teacher feedback practices in a second year academic EFL writing class in a Japanese university. Specific institutional and instructional details establish the context in which written feedback is being provided. A quantitative data analysis approach was incorporated using questionnaires and by thoroughly examining samples of teacher feedback. Data was collected from students using a survey and protocol questionnaire at the end of the course. Teacher written feedback practices were examined by collecting and analyzing students' graded essays and also by interviewing the teacher at the end of the school term. The results showed that while many of the students' feedback preferences were addressed by the teacher, there were some points of divergence. The results also show that while the teacher attempted to offer various types of feedback, it remained largely teacher centered, resulting in students having a somewhat passive role in the feedback process. This study concludes that while there is a need for teachers to take their students' feedback preferences into account, diversity and a range of feedback strategies are more important considerations.
How Effective Is Interactive Learning? Investigating Japanese University Students&apos; Language Patterns in a Collaborative Writing Task
Author: Sakamoto, Mitsuyo
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interaction,Teaching Methods,College Students,Collaborative Writing,Writing Assignments,Action Research,Educational Technology,Technology Uses in Education,Electronic Publishing,English (Second Language),Majors (Students),Second Language Learning,Group Discussion,Computer Mediated Communication,Language Usage,Interviews,Self Esteem,Imitation,Scaffolding (Teaching Technique),Problem Solving,Social Networks

According to Swain, Kinnear, &amp; Steinman (2011), we use a language with others as a form of shared cognition, and in the process we scaffold each other. This action research investigates how students' online written output affects each other's writing. One thousand twenty online entries written by 21 Japanese university sophomore English majors were collected and analysed, specifically focusing on changes in two linguistic features: subject-verb agreement, L1 use and variant L1 spelling in L2 writing. First, all 21 students accessed a specific Social Network Service (SNS). For two months, each student took turns offering a discussion topic with a minimum of 150 words, and the rest of the class members commented online with a minimum of 20 words. The task resulted in 54 topic strands. Each student was tracked to see if his/her language use reflected the output of others. Then the linguistic developmental patterns were further investigated in a post-treatment interview. It was discovered that students lacking confidence in English learning are less likely to imitate and internalize from others. The study suggests that, in addition to scaffolding provided by peers, positively affecting the Zone of Proximal Development (ZPD) is closely related to affective domains that give rise to particular identity formation. This paper therefore argues that the extent of languaging is significantly influenced by affective factors.