ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Information Technology Courses for Pre-Service and In-Service English Teachers in Hong Kong (Investigación de los cursos de tecnología de la información para profesores de inglés de pregrado y en ejercicio en Hong Kong)
Author: Yang, Chi Cheung Ruby
Date: 2011-10-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Computer Software,Foreign Countries,Student Attitudes,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Teaching Methods,Preservice Teachers,Semi Structured Interviews,Questionnaires

This paper focuses on the views of twenty-six pre-service and eight in-service English teachers in Hong Kong concerning the information technology courses in their teacher education programmes. The findings of the study show that while both software applications and technological integration in teaching are highlighted in the course outline, the instructor focused more on the application aspect, with the technology integration being less emphasised. Another important finding is that PowerPoint was still the most commonly used application in teaching. Likewise, usually the involved pre-service and in-service teachers just simply used different computer applications as alternatives to traditional teaching resources. This may reflect the fact that the information technology courses are not adequate to prepare teachers to teach with it.
Understanding and Facing Discipline-Related Challenges in the English as a Foreign Language Classroom at Public Schools (Comprensión y tratamiento de los retos asociados a la disciplina en el aula de lengua extranjera en escuelas públicas)
Author: Quintero Corzo, Josefina
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Discipline,English (Second Language),Second Language Instruction,Classroom Techniques,Action Research,Preservice Teachers,English Teachers,Discipline Problems,Secondary Education

Complying with school regulations and teachers' instructions is a basic principle of an excellent class; both novice and experienced teachers face challenging situations when getting into real classrooms, especially those related to classroom management. There are various reasons that explain discipline problems in public schools, as well as varied strategies beginning teachers create and try when coping with those challenges. This article reports an action research study on how this methodology helped a group of teacher-trainees overcome indiscipline in English as a foreign language classrooms at public schools, and align with professional development initiatives which focus on reflection and decisionmaking processes that the new Colombian policies demand from new teachers seeking a higher quality of education.
The Effect of Direct and Indirect Corrective Feedback on Students' Spelling Errors (El efecto de la retroalimentación directa e indirecta sobre los errores de ortografía de los estudiantes)
Author: Baleghizadeh, Sasan
Date: 2011-04-00
Type: Journal Articles
Subjects: Spelling,Error Correction,Feedback (Response),Role,Junior High School Students,Comparative Analysis,Accuracy,English (Second Language),Second Language Learning,Second Language Instruction,Males,Foreign Countries,Instructional Effectiveness,Teaching Methods

The study presented here is an attempt to examine the role of indirect feedback in promoting junior high school students' spelling accuracy in English. It compares the effect of direct feedback with indirect feedback on students' written work dictated by their teacher from their textbooks. Two classes were selected from the Zanjanrood District in Iran. Forty-four male students in two groups, one from School A (the direct feedback group) and the other from School B (the indirect feedback group) were treated differently regarding their spelling errors for six weeks. The results obtained revealed that indirect feedback is a more effective tool than direct feedback in rectifying students' spelling errors.
Mexican Secondary School Students' Perception of Learning the History of Mexico in English (La percepción de alumnos mexicanos de secundaria cuando aprenden la historia de México en inglés)
Author: Lara Herrera, Romero
Date: 2015-00-00
Type: Journal Articles
Subjects: Mexicans,Student Attitudes,History Instruction,Language of Instruction,English (Second Language),Second Language Learning,Bilingual Education,Teaching Methods,Semi Structured Interviews,History,Foreign Countries,Phenomenology,Rejection (Psychology),Positive Attitudes,Qualitative Research,Cognitive Processes,Secondary School Students

This article focuses on Mexican students' perceptions of learning the history of Mexico in English through content-based instruction, which is one of many types of bilingual pedagogical approaches that are now considered established approaches in Mexico and around the globe. A phenomenological approach was chosen in order to understand and examine participants' lived experiences through semistructured interviews; this in turn led to the discovery of their acceptance or rejection towards learning the history of Mexico in English. The data suggest that despite students' initial rejection to learning a sensitive subject as is the history of Mexico in English, most students found the content-based method as being meaningful, thus, they had a sense of pride in the end.
Attitudes and Discourse: Spanish Practitioners' and Undergraduates' Survey Results (Actitudes y discurso: resultados de encuestas a profesionales y estudiantes de medicina)
Author: Herrando-Rodrigo, Isabel
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Surveys,Teacher Attitudes,Undergraduate Students,Medicine,Medical Education,Language Usage,Language Role,Teaching Methods,Foreign Countries,Student Attitudes,Academic Discourse,Language Styles,Questionnaires

The emergence of English as the international language of communication has increased the attention and concern given its teaching and learning. This survey-based study explores the attitudes of Spanish practitioners and undergraduate students towards English as the vehicular language in the field of medicine and towards Medical Electronic Popularizations as an alternative to medical research articles. The survey results point out that these subjects' perception of English as the vehicle of communication in the medical field and their conceptualization of medical electronic popularizations are positive. Pedagogical implications can be drawn from this study since it confirms our students' awareness of the use of English and the new-born genres or communication channels.
Exploring Knowledge of English Speaking Strategies in 8th and 12th Graders (Exploración del conocimiento de las estrategias de expresión oral en inglés en estudiantes de los grados octavo y doceavo)
Author: Diaz Larenas, Claudio
Date: 2011-10-00
Type: Journal Articles
Subjects: Grade 8,Grade 12,Foreign Countries,Knowledge Level,English (Second Language),Second Language Instruction,Speech Communication,Speech Skills,Language Skills,Oral Language,Public Schools,Private Schools,Institutional Characteristics,Interaction,Listening Skills,Comprehension,Surveys,Communication Strategies,Statistical Analysis,Hypothesis Testing,Age Differences

This article presents a research study that analyses eighth and twelfth graders' knowledge of speaking strategies to communicate in English. The Oral Communication Strategy Inventory, developed by Nakatani in 2006, was applied to 108 students belonging to the public, semi-public and private educational sectors in Chile. The findings show that 8th graders claim to have broader knowledge of speaking strategies than 12th year secondary students, and the knowledge of speaking strategies of elementary and secondary school students does not vary depending on the type of school: public, semi public and/or private.
Significant Learning Experiences for English Foreign Language Students (Experiencias significativas para estudiantes de inglés como lengua extranjera)
Author: Becerra, Luz María
Date: 2010-10-00
Type: Journal Articles
Subjects: Learning Experience,English (Second Language),English Language Learners,Action Research,Units of Study,Grammar,Curriculum Design,Grade 10,Learning Strategies,Lesson Plans,Curriculum Implementation,Curriculum Development,Teaching Methods,Second Language Programs,Foreign Countries,High School Students,Participant Observation

This action research examines experiences that students in a grade 10 EFL class had with redesigning a grammar-unit into a topic-based unit. Strategies were formulating significant learning goals and objectives, and implementing and reflecting on activities with three dimensions of Dee Fink's (2003) taxonomy of significant learning: the human dimension, integration, and application. Students reported positive perceptions about learning with and about others, learning about themselves, integrating language and topics to their lives, and recycling and applying topics to other formats. They became more active and reflective language learners. Difficulties were linking significant unit goals and objectives to all participants' needs and interests, students' initial unwillingness to learn about others, and students' limited proficiency for integrating and applying English.
Adolescent Students' Intercultural Awareness When Using Culture-Based Materials in the English Class (La conciencia intercultural de estudiantes adolescentes al usar materiales con contenido cultural en la clase de inglés)
Author: Castañeda Usaquén, Mireya Esther
Date: 2012-04-00
Type: Journal Articles
Subjects: Case Studies,Qualitative Research,Video Equipment,Foreign Countries,Audio Equipment,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Student Attitudes,Teacher Attitudes,Instructional Materials,Grade 8,Surveys

This article reports on a qualitative and interpretative case study conducted at a high school located in the southeast of Bogotá. The case is comprised of a group of fifty-one eighth graders who had had little contact with English. It aimed at exploring how these adolescents made sense of the culture-based materials implemented in the English lessons, and at describing their perceptions about foreign cultures. Video and audio recordings, surveys, field notes and students' artifacts were used to collect data. In this article, teachers can find some materials and reflections upon cultures as well as some ideas on how they can be adapted to their own needs and/or teaching contexts.
Fostering Intercultural Communicative Competence through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective (Desarrollo de la competencia comunicativa intercultural mediante la lectura de textos literarios auténticos: una perspectiva constructivista)
Author: Gómez, Luis Fernando R.
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Intercultural Communication,Communicative Competence (Languages),English (Second Language),Second Language Instruction,College Second Language Programs,Advanced Courses,Constructivism (Learning),Reading,Literary Genres,United States Literature,Action Research,College Students,Inquiry,Active Learning,Teaching Methods,Instructional Effectiveness,Observation,Interviews,Student Journals,Qualitative Research,Student Attitudes

This article describes an action research experience carried out in an advanced English as a foreign language classroom of the language program at a university in Bogotá, Colombia, in 2010. The study proposes the inclusion of authentic literary texts in the English as a foreign language classroom through the implementation of four constructivist approaches as a means to develop intercultural communicative competence. Data were collected to show how those approaches engaged learners to read authentic literary short stories, to negotiate meaning, and to develop intercultural competence. It demonstrates that integrating language and literature in English as a foreign language not only constitutes a communicative reading practice, but the opportunity to construct cultural knowledge through social interaction.
The Impact of Regional Differences on Elementary School Teachers' Attitudes towards Their Students' Use of Code Switching in a South Texas School District (El impacto de las diferencias regionales en las actitudes de docentes de primaria respecto a la alternancia de códigos por parte de los estudiantes en un distrito escolar del sur de Texas)
Author: Nava Gómez, Guadalupe Nancy
Date: 2012-04-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Code Switching (Language),Elementary School Students,Differences,Regional Characteristics,Teacher Surveys,Hispanic Americans,Bilingual Teachers,Bilingual Students

This study focused on investigating whether the teachers' geographical distribution influences their attitudes towards their students' use of code switching. The study was guided by the following research question: Are there differences between teachers' opinions of the north elementary schools and teachers' opinions of the south elementary schools, which are predominantly Hispanic, towards their students' use of code switching? If so, why? A twenty-item structured survey was utilized. The population consisted of 279 elementary school teachers at seven Northern and seven Southern schools in the same South Texas region. The data were analyzed with descriptive statistics. Findings showed that Southern teachers had more prejudices towards code switching than those from the North, who were more receptive to this socio-cultural and linguistic phenomenon due to the ethnic makeup of their classrooms.
Effects of Strategy Instruction in an EFL Reading Comprehension Course: A Case Study (Efectos de la instrucción de estrategias en un curso de comprensión de lectura en inglés como lengua extranjera: un estudio de caso)
Author: Lopera Medina, Sergio
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Reading Strategies,Second Language Instruction,Undergraduate Students,Reading Comprehension,Reading Tests,Reflection,Questionnaires,Self Esteem,Reading Motivation,Dictionaries,Program Effectiveness,Case Studies,Qualitative Research,Nursing Students

Strategy instruction is useful in teaching contexts. This paper examines the effects of strategy instruction in an EFL reading comprehension course carried out with 26 undergraduate students at a Colombian university. As a research method, a case study was implemented. There were three instruments with which to collect data: reading comprehension tests, teacher's field notes and self-reflection in class at the strategy instruction phase, and a learning perception questionnaire. Given that students improved in reading comprehension, it would seem that reading strategy instruction is indeed very useful. Also, it was noted that when students applied reading strategies, they became more self-confident and this in turn enhanced their motivation. Finally, when students applied the reading strategy approach, the use of dictionaries decreased considerably.
&quot;On Air&quot;: Participation in an Online Radio Show to Foster Speaking Confidence. A Cooperative Learning-Based Strategies Study (&quot;Al aire&quot;: participación en un programa de radio en línea para fomentar la confianza al hablar. Un estudio basado en estrategias de aprendizaje cooperativo)
Author: Lemos Tello, Nubia Consuelo
Date: 2012-04-00
Type: Journal Articles
Subjects: Speech Skills,Speech Communication,Radio,Grade 8,Action Research,Self Efficacy,Online Systems,Student Surveys,Audiovisual Communications,Journal Writing,Technology Uses in Education,Teacher Improvement,Intervention,Facilitators (Individuals),Teaching Methods,Oral Language,Communication Skills,Cooperative Learning,Learning Strategies,Attitude Change,Foreign Countries

The daily observation of class sessions has enabled me to recognize that students possess a feeling of self-distrust in oral activities. For this reason, I designed a study carried out with a group of twelve eighth graders. This article illustrates an action research project conducted to enhance students' confidence when speaking on an online radio show. The data were collected by using surveys applied to students, audio and video recordings and a teacher's journal. The data analysis procedures included a blend of inductive analysis, grounded theory and trend analysis. Results indicated that the research process prompted students' speaking confidence through the use of technology. The study was also an opportunity to improve the teacher's performance, and become a facilitator by steering a pedagogical intervention that allowed students to make decisions to overcome their lack of speaking confidence.
Self-Access Language Learning: Students' Perceptions of and Experiences within This New Mode of Learning (Aprendizaje de idiomas mediante la modalidad de autoacceso: percepciones y experiencias de los estudiantes)
Author: Herrera Díaz, Luz Edith
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Personal Autonomy,Case Studies,Qualitative Research,Student Attitudes,Student Experience,Independent Study,College Students,College Second Language Programs

With the aim of fostering autonomy in learning, both innovations, the self-access centre and the mode of learning derived from it, were adopted in the context of the study (Language Centre in the University of Veracruz, Mexico). Based on a case study, I have adopted a qualitative perspective to do this research, which aimed to know how the students undergoing this new English learning mode perceived it and what their experiences were within the no-class courses. The purpose of this article is to present the main themes that emerged after gathering the data for this study. It concludes with suggestions for a more contextualized and critical adoption of innovations in the English as a Foreign Language arena.
Using Case Study Methodology to Approach the Views of Teachers of English on Classroom Disciplinary Strategies (Uso de la metodología de estudio de casos para aproximarse a las concepciones de profesores de inglés sobre las estrategias disciplinarias en el aula)
Author: Díaz Larenas, Claudio
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,English Teachers,English (Second Language),Discipline,Qualitative Research,Secondary School Teachers,Semi Structured Interviews,Content Analysis,Grounded Theory,Classroom Techniques

This qualitative study aims at identifying the disciplinary strategies claimed to be used by a group of five secondary classroom teachers of English in public or semi-public schools in Chile. To conduct this research, a semi-structured interview was applied to participants. The data were analyzed using the principles of semantic content analysis and the grounded theory technique in order to organize the categories and subcategories from the data. The results show that some of the teachers declare using a rising tone of voice, scolding and expelling difficult students from the classroom as key disciplinary techniques; other teachers claim that disciplinary strategies help them to accomplish the teaching aim in a lesson.
Teachers' Beliefs about Assessment in an EFL Context in Colombia (Creencias de los profesores acerca de la evaluación en un contexto de inglés como lengua extranjera en Colombia)
Author: Muñoz, Ana Patricia
Date: 2012-04-00
Type: Journal Articles
Subjects: Beliefs,Teacher Attitudes,English (Second Language),English Instruction,English Language Learners,Student Evaluation,Interviews,Formative Evaluation,Transcripts (Written Records),Accountability,Instructional Improvement,Relevance (Education),Teacher Surveys,Foreign Countries,College Faculty

There is evidence that teachers' beliefs on teaching and learning exert an influence on the way they teach and assess learning, and on what students learn. Therefore, it is central that overt attention is devoted to the perceptions teachers have and how they influence teaching and learning. In this article we describe a study on teachers' beliefs about assessment, in general, and about the assessment systems used at a language center of a private university in Colombia. Surveys, written reports, and interviews were used to research the beliefs of sixty-two teachers. Results indicate a contradiction between what they say they do and what they believe, suggesting that teachers need opportunities for reflection, self-assessment and more guidance on formative assessment practices.
The English as a Foreign Language/Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language towards Teaching English as a Lingua Franca (El debate del inglés como lengua extranjera o como lengua franca: sensibilización de docentes de inglés como lengua extranjera hacia la enseñanza del inglés como lengua franca)
Author: Mansfield, Gillian
Date: 2012-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Global Approach,Metalinguistics,Language Variation,Computational Linguistics,News Reporting,Benchmarking,Language Teachers,Teaching Methods,Foreign Countries,Course Objectives,Change Agents,Official Languages,Asians,Nouns,Sociolinguistics,Universities

The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a relevant place in the global scenario. This can be achieved in practical terms by interrogating an expressly made corpus of Chinese English news texts and carrying out simple concordance activities.
Exploring Elementary Students' Power and Solidarity Relations in an EFL Classroom (Exploración de las relaciones de poder y solidaridad entre estudiantes de primaria en la clase de inglés como lengua extranjera)
Author: Méndez, Tatiana
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Student Empowerment,English (Second Language),Power Structure,Discourse Analysis,Peer Relationship,Group Unity,Friendship,Teacher Student Relationship,Research Methodology,Group Dynamics,Classroom Techniques,Practicums,Grade 5,Interviews

This article derives from a critical discourse analysis study that reports the characteristics of elementary school students' power and solidarity relations in English as a foreign language classroom in Bogotá, Colombia, while we were doing our teaching English as a foreign language practicum. The study was based on theories of power and solidarity. The findings suggest that there are different forms of exercising power and solidarity in the classroom. Power can be resisted, challenged, or exercised by means of reproaches. Solidarity can take the form of taking sides to protect friends. These findings allow us to be aware of the complexities of the English language class.