ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Technology-Rich Service-Learning Experiences between School Librarians and Teacher Education Programs
Author: Shepherd, Craig E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,School Libraries,Partnerships in Education,College School Cooperation,Service Learning,Learning Experience,Technology Education,Preservice Teachers,Feasibility Studies,Program Implementation,After School Programs,Program Effectiveness,Barriers

School libraries are untapped resources for fieldwork by preservice teachers. Many school librarians have expertise in pedagogy and standards-based curriculum development, both for information literacy and for technology integration. By forging partnerships with teacher-preparation programs, school librarians can provide fieldwork sites rich in technology while helping pre-service teachers understand how school libraries support student learning. Service-learning opportunities in school libraries also open the door for future collaboration between school librarians and researchers. More pragmatically, pre-service teachers can provide additional support and knowledge for ambitious technology programming in school libraries. For these reasons, faculty at the University of Wyoming began conversations with school librarians about the feasibility of pre-service teachers volunteering in authentic settings to gain technology-integration skills. Because pre-service teachers in a technology-integration course were beginning their degree programs, they were not at a point where they could assume primary instructor responsibilities. Since stakeholders wanted pre-service teachers to be actively involved in lesson implementation, they focused on informal, after-school programs. To examine feasibility, test curricular ideas, and explore available resources, university faculty volunteered in after-school clubs during one semester. This article discusses the program's challenges and successes from both the library and teacher education perspective. Overall, despite the challenges, the article concludes that school librarians, teacher education faculty, and pre-service teachers found the service-learning opportunity valuable. Exposure to technology integration in authentic contexts helped pre-service teachers learn the multiple roles of school librarians as well as the literacies associated with effective integration (Asselin 2000; Hunt and Luetkehans 2013). Volunteers also provided valuable support during school programs, allowed librarians to focus more specifically on their curricular responsibilities, and provided valuable reviews of technology and curricular materials.
Contribution to Language Teaching and Learning: A Review of Emotional Intelligence
Author: Sucaromana, Usaporn
Date: 2012-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Second Language Learning,Second Language Instruction,Instructional Improvement,Teaching Methods,Language Teachers,Teacher Student Relationship

The aim of this paper is to introduce the importance of emotional intelligence and the extent to which emotional intelligence can be implemented and used to improve language teaching and learning. Since emotional intelligence is perceived to play a crucial part in every aspect of people's lives, it can be extended to language teaching and learning. Language teaching and learning typically includes communication; therefore, emotional intelligence is beneficial. Emotional intelligence is still not widely known, used, or studied in the world of language teaching and learning, although increased efforts to popularise this term have occurred in the past two decades. For this to be achievable in language teaching and learning, scholars and researchers need to pay attention to emotional intelligence. Therefore, both language teachers and students should be aware of and cooperate together to improve emotional intelligence and to create a more effective learning atmosphere for language teaching and learning.
The Impact of High School Exit Exams on ESL Learners in British Columbia
Author: Odo, Dennis Murphy
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Exit Examinations,English Language Learners,English (Second Language),Second Language Instruction,Second Language Learning,High School Students,Failure,High Stakes Tests,Validity,Language Tests

This essay explores the validity of including ELL students in British Columbia provincial high school exit exams. Data and a sample exam from the BC Ministry of education are used to scrutinize the practice of using BC provincial exams for high school exit decisions regarding ELLs. A comparison of failure rates of ELLs and mainstream students provides evidence for the inappropriateness of the BC provincial exams for ELLs. Ministry statistics reveal ELL failure rates ranging from twice to four times those of all students. An analysis of a sample exam found on the ministry website reveals confounding of content and language in the exam such that it is impossible to determine whether the exam is measuring language proficiency or content area knowledge. This exam shortcoming casts serious doubt on the legitimacy of using the provincial exam as an assessment for ELL learners. Possible negative consequences of including ELLs in these exams such as increased likelihood of school disappearance are discussed. Suggestions including providing alternative forms of assessment for ELLs are provided to facilitate managing the challenge of assessing ELLs attempting to obtain a high school diploma in BC.
Exploring the Philosophical Underpinnings of Research: Relating Ontology and Epistemology to the Methodology and Methods of the Scientific, Interpretive, and Critical Research Paradigms
Author: Scotland, James
Date: 2012-00-00
Type: Journal Articles
Subjects: Epistemology,Educational Research,Correlation,Teaching Methods,Research Methodology,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers

This paper explores the philosophical underpinnings of three major educational research paradigms: scientific, interpretive, and critical. The aim was to outline and explore the interrelationships between each paradigm's ontology, epistemology, methodology and methods. This paper reveals and then discusses some of the underlying assumptions of educational research. Consequently, this paper is relevant to every English language teacher who is a reader of research.
The Effects of Controlled Language Processing on Listening Comprehension and Recall
Author: Jannejad, Mohsen
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Processing,Listening Comprehension,Second Language Learning,Metacognition,Second Language Instruction,Correlation,Recall (Psychology),Comparative Analysis,English (Second Language),Course Descriptions,Questionnaires,Protocol Analysis,Student Attitudes,Pretests Posttests,Control Groups,Experimental Groups,Learning Strategies,Statistical Analysis,Foreign Countries,College Students

This study seeks to determine the possible interactions between listening proficiency and the state of strategic self-awareness; second, and more importantly, to investigate the effects of learned strategies on listening comprehension and recall; and finally to describe the most common real-time listening comprehension problems faced by EFL learners and to compare the differences between learners with different listening abilities. After ten training sessions, an assessment was made to see whether or not well-learned strategies could provide students with ample opportunity to practice the comprehension and recall processes. The analyses of the data revealed the causes of ineffective low-level processing and provided insights to solve the problems of parsing. Moreover, the study reveals that explicit instruction of cognitive and metacognitive strategies is needed if a syllabus wishes to help learners improve their listening comprehension and become more proficient at directing their own learning and development as L2 listeners.
Experimenting with Dogme in a Mainstream ESL Context
Author: Xerri, Daniel
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,College Students,Action Research,Student Centered Learning,Theory Practice Relationship,Teaching Methods,Conversational Language Courses

This article explores the use of Dogme with postsecondary ESL students in a mainstream educational institution. By means of a small-scale action research study it was found that in spite of its reputation for being somewhat unconventional, Dogme can also be incorporated in an exam preparation course and allow students to benefit not only from the interaction that acts as a motor for the entire lesson but also from the emphasis put on emergent language. This article discusses how this materials-light and learner-centred teaching approach has the potential to empower the teacher to capitalise on students' contributions and help them engage with language in a meaningful manner.
Use of Other Languages in English Language Teaching at Tertiary Level: A Case Study on Bangladesh
Author: Mirza, Golam Hoshain
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Usage,Monolingualism,Bilingualism,Private Colleges,Native Language,Indo European Languages,College Students,Language Teachers,College Faculty,Grammar,Vocabulary Development,Language Proficiency,Observation,Language Attitudes,Questionnaires

There has been a continuous debate over a long period over the issue of using the learner's mother tongue in teaching the second language. We have two schools in this regard--monolingual approach and bilingual approach. Those advocating the monolingual approach have claimed that learning is determined by the quantity of exposure to the target language. On the other hand, bilingual approach focuses on the fact that learners are facilitated by the use of their mother tongue. The primary concern of this study is to find out whether Bangla is used in teaching English at tertiary level in Bangladesh and if used, in which situation and to what extent. This study has been done in a private university situated in Dhaka. The researchers have used various techniques to collect the data, the analysis of which reveals that teachers of tertiary level use Bangla in English language teaching classes in some specific situations such as explaining difficult grammatical rules, presenting new vocabulary, giving instructions, etc. and they do so in accordance to the proficiency level of the learners.
In Tune with Play and Therapy an Interview with Phyllis Booth
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Play Therapy,Counseling Techniques,Profiles,Counselors,Child Development,Group Therapy,Parent Child Relationship,Interviews

Phyllis Booth is a licensed marriage and family therapist, a licensed clinical professional counselor, a registered play therapist and supervisor, and Clinical Director Emeritus of the Theraplay Institute in Evanston, Illinois. Her professional career includes training in clinical psychology at what is now University of Chicago Medicine, teaching at the University of Chicago nursery school and serving as a consultant to Head Start in Chicago, working as a clinical associate at London's Tavistock Institute, studying with British psychiatrist John Bowlby and pediatrician and psychoanalyst D. W. Winnicott, and spending a year at London's Anna Freud Center, which specializes in child psychoanalysis. Along with developmental psychologist Ann Jernberg, Booth helped establish the theoretical underpinnings of the Theraplay approach to child and family therapy. Later she developed the training program for Theraplay and designed the certification practicum for therapists who employed the method. She has trained therapists in the United States, Canada, the United Kingdom, Finland, and South Korea and is the author of &quot;Theraplay: Helping Parents and Children Build Better Relationships through Attachment-Based Play,&quot; now in its third edition. In this interview, Booth recalls her childhood play experiences, talks about her mentors and intellectual progenitors, discusses advances in the theory and practice of play therapy, and recalls resistance to and rewards in the field of play therapy during her career.
Estimating the Effectiveness and Feasibility of a Game-Based Project for Early Foreign Language Learning
Author: Griva, Eleni
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Educational Games,Educational Technology,Physical Activities,Longitudinal Studies,Grade 2,Elementary School Students,Multisensory Learning,Pretests Posttests,Statistical Analysis,Computer Software,Reliability,Teacher Role,Teaching Methods

This paper outlines the rationale for and the purpose of designing and implementing a project aiming to make very young EFL learners develop their language skills through their involvement in interactive psychomotor activities. The project, which is a part of a broader longitudinal project having introduced EFL in the first primary school grade, was implemented in two 2nd grade Greek classrooms with a total of 44 seven year old children. Multisensory teaching was followed through the use of a combination of activities: classroom creative activities included memory and word games, drawings, constructions, role-play games, pantomime as well as songs. In the gym, children participated in physical activities such as races, chases and hopscotch as well as dance and music activities, with the aim to improve their oral communicative skills and creativity. In order to examine the effectiveness and feasibility of the project, an evaluation study was conducted by using a pre- and post-language test and journals kept by the teachers. It was evident that the project had a positive effect on developing very young learners' language skills, and on enhancing their motivation to participate in psychomotor activities.
Play as Experience
Author: Henricks, Thomas S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Teaching Methods,Interaction,Affective Behavior,Emotional Response,Theories,Experience,Activities,Individual Characteristics,Human Body,Physiology,Psychological Patterns

The author investigates what he believes one of the more important aspects of play--the experience it generates in its participants. He considers the quality of this experience in relation to five ways of viewing play--as action, interaction, activity, disposition, and within a context. He treats broadly the different forms of affect, including emotion, then critically reviews several prominent theories of the connection between play and experience. He concludes by emphasizing the need to integrate these approaches for a deeper understanding of how play functions in people's lives.
Sources and Suggestions to Lower Listening Comprehension Anxiety in the EFL Classroom: A Case Study
Author: Sharif, Mohd. Yasin
Date: 2012-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Anxiety,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Case Studies,Difficulty Level,Linguistic Input,Islam,College Students,Personality,Teacher Characteristics,College Faculty,Questionnaires,Teacher Attitudes,Student Attitudes,Student Motivation,Language Processing,Observation

Listening is a creative skill that demands active involvement. The listeners share their knowledge from both linguistics and non linguistics sources. Listening comprehension (LC) tasks which is always accompanied by anxiety needs closer examination. In the listening process a low-anxiety classroom environment inspires the listeners to participate actively and effectively, research shows that. So if we want students to experience success in listening comprehension task in Foreign Language (FL) learning, an important step, is to create a positive low-anxiety atmosphere within the class room. This study tries to find out the sources that evokes LC anxiety as reported by students and suggestions offered by the foreign language learners of International Islamic University Chittagong, Bangladesh.
Pigs, Planes, and Play-Doh: Children's Perspectives on Play as Revealed through Their Drawings
Author: Duncan, Pauline Agnieszka
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Childhood Attitudes,Childrens Art,Freehand Drawing,Preschool Children,Toys,Semiotics,Foreign Countries

Play, an elusive concept despite the extensive literature on the subject, remains especially problematic for research focused on the perspective of children. The author discusses her study on children's perspectives about play, exploring drawing as a method for learning how young children conceptualize play within a social-semiotic framework. Her study emphasizes children's own definitions and representations of play, and her findings suggest that children look at play not as a set activity but as a kind of experience related to many different activities.
The Impact of Task Type and Cognitive Style on Vocabulary Learning
Author: Nezhad, Gholam Reza Haji Pour
Date: 2012-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Task Analysis,Cognitive Style,English (Second Language),Second Language Learning,Females,Language Proficiency,Language Tests,Control Groups,Experimental Groups,Teaching Methods,Computer Software,Reading Comprehension,College Students,Foreign Countries,Pretests Posttests,Correlation

Vocabulary knowledge influences the learners' performance so remarkably that success in all language skills is closely related to it. This vital role necessitates studies focusing on the most effective programs of teaching vocabulary. In this study, we aimed to explore the impact of static versus dynamic task type and the possible interaction with field dependence/independence cognitive style on learning English vocabulary among intermediate EFL learners. Eighty four female EFL learners studying at the BS level at the University of Social Welfare and Rehabilitation Sciences aged 19-25 were randomly selected and given a Cognitive Style Test and a Nelson Proficiency Test (2000 A) to be assigned to either of the control and experimental groups matched for their vocabulary knowledge and cognitive style. Although the two groups were exposed to identical reading passages during classes held twice a week in the four-month treatment period, the control group received vocabulary instruction through static task type technique based on the traditional approach to teaching vocabulary while the experimental group underwent dynamic task type technique. The Nelson Proficiency Test was once more used as the post-test to show the differences in vocabulary gain in the two groups. The collected data were analyzed through ANOVA, using SPSS software. The results showed that vocabulary instruction led to favorable results among field-dependent learners taught by the dynamic task type technique and poorest performance in field-dependent students exposed to the static task type technique while field-independent learners better performed through the static task-type technique. Task type significantly influences vocabulary learning and may marginally affect reading comprehension performance.
The Impact of Task-Based Approach on Vocabulary Learning in ESP Courses
Author: Sarani, Abdullah
Date: 2012-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English for Special Purposes,Indo European Languages,Literature,Second Language Learning,Second Language Instruction,Task Analysis,Experimental Groups,Foreign Countries,Gender Differences,Teaching Methods,Control Groups,Language Tests,College Students,Instructional Effectiveness,Statistical Analysis,Pretests Posttests

This study investigates the teaching of vocabulary in ESP courses within the paradigm of task-based language teaching, concentrating on Persian literature students at Birjand University in Iran. Two homogenous groups of students who were taking their ESP courses participated in the study as a control and an experimental group. A teacher-made test of technical vocabulary knowledge was administered as the pre-test. Vocabularies in the control group were taught using a traditional approach, whereas in the experimental group, technical vocabularies were taught on the basis of task-based approach. At the end of the semester, a post-test was given to the students to determine the influence of the treatment on the experimental group. Data analysis showed that the task-based approach was more effective in teaching technical vocabularies compared to the traditional one. Furthermore, the results showed that in the experimental group the male learners outperformed the female learners.
A Pragma-Stylistic Analysis of President Goodluck Ebele Jonathan Inaugural Speech
Author: Abuya, Eromosele John
Date: 2012-00-00
Type: Journal Articles
Subjects: Speeches,Presidents,Elections,Speech Acts,Foreign Countries,Discourse Analysis,Pragmatics,Language Styles,Politics

The study was an examination through the pragma-stylistic approach to meaning of the linguistic acts that manifest in the Inaugural Speech of Goodluck Ebele Jonathan as the democratically elected president in May 2011 General Elections in Nigeria. Hence, the study focused on speech acts type of locution, illocutionary and perlocutionary in the speech. It is therefore part of the objectives of the study to find out which of the speech acts are more prominent based on the Speech Act theory of Austin (1962) and Searle (1969). The first Twenty (20) Sentences were extracted from the speech text, from which forty (40) speech acts were derived. The findings revealed thus; assertive--55%, directive--10%, verdictive--15%, commisive--75% and declarative--45%. These results showed that President Goodluck Ebele Jonathan relied more on sentences that performed commissive acts than other speech acts in his Inaugural Speech. This demonstrated that politicians are apt to show appreciation to people after victory at the polls. Hence, the speech act analysis assists in the interpretation of the messages in the selected speech.
Worlding through Play: Alternate Reality Games, Large-Scale Learning, and &quot;The Source&quot;
Author: Jagoda, Patrick
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Games,Computer Simulation,Learning,Case Studies,STEM Education,Urban Youth,Social Justice

Gamification--the use of game mechanics in conventionally nongame activities--has received attention in the field of education. Games, however, are not reducible to the common mechanisms of gamification that target extrinsic motivation, and may also include elements such as role playing, world making, and collective storytelling. Here, the authors discuss the potential learning benefits of large-scale and situated alternate reality games (ARGs) that complicate conventional gamified systems. They also explore the scaling up of improvisational modes of play in these games from intimate groups to large collectives exceeding the size of typical classrooms. They use a case study of &quot;The Source&quot; (2013), an ARG they designed (with funding from the National Science Foundation) for urban youth of color from the South Side of Chicago in an out-of-school setting using play across several platforms. &quot;The Source&quot; aimed to promote the academic areas of STEM (science, technology, engineering, and mathematics), as well as twenty-first-century literacies and social justice. The authors argue that such ARGs facilitate learning by engaging semifictional and immersive play made flexible and extensible through game forms. They suggest that, although designers determine the challenges in an ARG, the players shape the experience and shared game world through collaborative actions.