ethanporcaro/eric-fulltext-meta huggingface dataset:
Learners&apos; Emotional Response to a Complex Video-Creation Task
Author: Meurice, Alice
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Student Reaction,Emotional Response,Second Language Learning,Computer Assisted Instruction,Undergraduate Students,Business Administration Education,Student Projects,Technology Uses in Education,Video Technology,Information Technology,Problem Solving,Learner Engagement,Anxiety,Psychological Patterns

We are three teachers of business English in higher education who have developed a project for our second-year management students to co-create their own video document, exploring a business question. Our intention is to determine whether the complexity of our entire teaching sequence, and more specifically the use of Information and Communication Technology (ICT) tools for the co-creation of problem-solving content, allowed our learners to experience positive emotions, i.e. &quot;enjoyment&quot; -- vs. &quot;anxiety&quot; -- in the process of Second Language Acquisition (SLA), and whether they perceived the &quot;usefulness&quot; of the project for their future personal or professional life. Our project took place over the second semester of the 2018-2019 academic year, after which the students answered a questionnaire in their mother tongue with both Likert-scale and open questions. The current paper uses a mixed-methods approach to analyse the results and report on the emotional effect of the teaching sequence on the students. [For the complete proceedings, see ED600837.]
Second Language Learning in Knowledge Forums: An Analysis of L2 Acquisition of Students Participating in the Knowledge Building International Project
Author: Manegre, Marni
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary School Students,Second Language Learning,English (Second Language),Electronic Learning,Collaborative Writing,Computer Assisted Instruction,Language Tests,Writing Skills,Instructional Effectiveness,Second Language Instruction,Grammar,Vocabulary,Multiple Choice Tests

This study presents the results of an experiment designed to determine whether knowledge building can facilitate foreign language acquisition. We examined how groups of Catalan students in secondary schools worked together on collaborative writing tasks in English, their foreign language. The students were participating in the Knowledge Building International Project (KBIP), which is based on the concept that students can learn while working together in computer-assisted learning environments. The quantitative data was collected through a pretest and post-test. The pre- and post-tests were divided into four sections, which were grammar, vocabulary, long answer, and multiple-choice. The results show an increase overall in the performance of the foreign language, English. In particular, the analysis determined that the comprehension of the subject matter and writing abilities in the L2 showed an increase at high confidence levels, however, there are challenges in determining whether the students have acquired new vocabulary or developed a better understanding of grammatical rules, since it is difficult to predict which words and sentence structures they will use when participating in this project. [For the complete proceedings, see ED600837.]
The Use of Quizlet to Enhance Vocabulary in the English Language Classroom
Author: Montaner-Villalba, Salvador
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Vocabulary Development,Second Language Learning,Educational Technology,Technology Uses in Education,Telecommunications,Computer Oriented Programs,English (Second Language),Secondary School Students,Program Effectiveness,Foreign Countries,Handheld Devices

This research focuses on vocabulary acquisition in foreign language learning. The latest trends of teaching as well as the huge advance of technology allow teachers to utilize online and mobile applications through diverse apps. This quasi-experimental design research investigated Quizlet, in its mobile version, on vocabulary acquisition in English as a Foreign Language (EFL). One group of A2 (according to the Common European Framework of Reference for Languages) EFL learners at a state secondary school in Valencia (Spain) (N=24) participated in this study. Learners from the Treatment group (henceforth, T-group) underwent a pre-test and a post-test to assess their acquisition of the assigned vocabulary lessons which were extracted from the course syllabus. After utilizing Quizlet for vocabulary learning for the academic year 2017-2018, the results proved that these learners improved significantly their level of EFL vocabulary at the post-test. Accordingly, this research recommends utilizing Quizlet in its mobile version at secondary education. [For the complete proceedings, see ED600837.]
Learner-Adaptive Partial and Synchronized Captions for L2 Listening Skill Development
Author: Mirzaei, Maryam Sadat
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Second Language Learning,Second Language Instruction,Listening Skills,Audio Equipment,Linguistic Input,Feedback (Response),Intelligent Tutoring Systems,Language Usage,Language Proficiency,English (Second Language),Undergraduate Students,Foreign Countries,Teaching Methods

Many language learners have difficulty practicing listening skills using authentic materials, and thus use captions to map text with speech, and they benefit from reading along while listening to comprehend content. However, many learners over-rely on reading the text and many have difficulty in dividing their attention to the multimodal input. We have proposed a captioning tool, Partial and Synchronized Captions (PSC), which detects the useful words to be shown in the caption for addressing learners' listening difficulties. To handle individual learner demands, PSC should adapt its word selection criteria. This study proposes an Adaptive PSC (APSC), which improves its word selection and retrains itself on-the-fly by applying learner feedback on the generated caption to provide individualized and effective assistance that satisfies the learners' requirements. Preliminary results revealed that the system was relatively successful to adapt itself to the demand of the L2 learner, which raised learner satisfaction on the resultant captions. [For the complete proceedings, see ED600837.]
A Tool to Assess Fine-Grained Knowledge from Correct and Incorrect Answers in Online Multiple-Choice Tests: An Application to Student Modeling
Author: Albacete, Patricia
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Knowledge Level,Multiple Choice Tests,Computer Assisted Testing,Adaptive Testing,Test Items,Physics,Models,Student Evaluation,High School Students

Intelligent tutoring systems (ITS), like human tutors, try to adapt to student's knowledge level so that the instruction is tailored to their needs. One aspect of this adaptation relies on the ability to have an understanding of the student's initial knowledge so as to build on it, avoiding teaching what the student already knows and focusing on the knowledge the student lacks or understands poorly. One way of acquiring this initial student knowledge state is by having the student take a multiple-choice test. However, the overall results commonly provided by multiple-choice tests may not be at the level of granularity needed by the ITS. This paper presents a tool that allows the extraction of fine-grained knowledge from correct and incorrect answers given in multiple-choice tests. Although the tool was developed to be used by ITSs, we argue that it could become a useful instrument for teachers in classroom evaluations.
Improving the English Skills of Native Japanese Using Artificial Intelligence in a Blended Learning Program
Author: Obari, Hiroyuko
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Japanese,English (Second Language),Second Language Learning,Artificial Intelligence,Social Media,Educational Technology,Technology Uses in Education,Teaching Methods,Student Attitudes,Listening Skills,Language Skills,Oral Language,Communication Skills,Foreign Countries,Language Proficiency,Cultural Awareness

A constructivist approach to language learning can motivate students by activating their brains to create new knowledge and reflect more consistently and deeply on their language learning experience. The present study focused on assessing the use of the Artificial Intelligence (AI) speakers Google Home Mini and Amazon Alexa as part of a Blended Learning (BL) environment to improve the English skills of two groups of native Japanese undergraduates. The participants were 47 native speakers of Japanese, all third-year business majors at a private university in Tokyo. Pretest and posttest Test of English for International Communication (TOEIC) scores, as well as results from a post-training survey, were used in evaluating the overall effectiveness of the program. Gains in TOEIC scores indicated the BL program incorporating AI speakers improved the students' overall English skills, particularly listening comprehension. The results suggest the integration of AI, along with social media and 21st-century skills, may be an effective way to improve the English language proficiency of adult L2 learners. [For the complete proceedings, see ED600837.]
Assemblage Theory: Coping with Complexity in Technology Enhanced Language Learning
Author: Matthews, Blair
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Social Systems,Systems Approach,Learning Theories,Learning Motivation,Learning Processes,Teaching Methods,Influence of Technology

Language classrooms are complex systems, but theory often simplifies these processes making researching effectiveness difficult. Assemblage theory -- a theory of complexity in the social sciences -- allows us to examine complexity in the language classroom. In this paper, I present an account of the language classroom that captures the complexity, subjectivity, and temporality of technology enhanced language learning. [For the complete proceedings, see ED600837.]
Children&apos;s Perspectives on the Use of Robotics for Second Language Learning in the Early Years of Primary Education: A Pilot Study
Author: Nic Réamoinn, Susan
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Student Attitudes,Robotics,Technology Uses in Education,Second Language Learning,Primary Education,Learning Motivation,Play,Irish,Learner Engagement,Teacher Attitudes

This paper explores how floor programmable robotics can be used during play to promote language development. This paper describes a two-day pilot in two early years classrooms and presents data collected on children's perception of the Irish language and using robotics. A sample of 48 children (age range six to seven years) took part in a robotics activity using a bee-shaped robot, called Beebot. The activity was orientated around the children's second language, Irish. The children took part in a questionnaire before and after the activity about the language and the use of the robot in promoting their use of the language. Data was also collected through video, photos, a focus group, and the teacher's observations. The main finding of the pilot study was an increase in children's positive responses towards using the language when integrated into a robotics play activity. [For the complete proceedings, see ED600837.]
Complexity and Potential of Synchronous Computer Mediated Corrective Feedback: A Study from Sri Lanka
Author: Udeshinee, W. A. Piyumi
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Synchronous Communication,Computer Mediated Communication,Feedback (Response),Second Language Instruction,Second Language Learning,English (Second Language),Adult Students,Educational Benefits,Technology Uses in Education,Instructional Effectiveness,Barriers,Faculty Workload,Ethics,English Teachers,Teacher Attitudes

This paper discusses a qualitative study which examines the complexity and potential of using Synchronous Computer Mediated Corrective Feedback (SCMCF) for adult learners in English as a Second Language (ESL) classrooms in Sri Lanka. Chat conversation was assumed as the medium through which the teacher provides corrective feedback to the students. Five ESL teachers were interviewed for the study. The data gathered were analysed qualitatively using an affinity diagram which is discussed under an inductive thematic analysis. Findings of the study suggest that there is potential for provision of SCMCF through chat conversations, for teachers believe that SCMCF will improve language skills of the students; moreover, this approach needs only a limited use of technology. However, it was revealed that there could be some complexities, mainly due to teachers' existing workloads, some ethical aspects, and the low level of technology that is available in certain universities. [For the complete proceedings, see ED600837.]
Collaborative Learning through Story Envisioning in Virtual Reality
Author: Mirzaei, Maryam Sadat
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Computer Simulation,Story Telling,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Computer Software,Computer Mediated Communication,English (Second Language),Usability,Peer Relationship,Critical Thinking,Student Attitudes,Persuasive Discourse,Learning Processes,Natural Language Processing,Graduate Students,Foreign Countries

We developed a story creation platform that allows for collaborative content creation in a 3D environment by utilizing avatars, animations, objects, and backgrounds. Our story envisioning platform provides a shared virtual space that promotes collaborative interaction for story construction, involving a high degree of learner input and control. It allows the L2 learners to perform as actors and directors to create the story and supports offline or online collaboration (online chatting). Using state-of-the-art technologies, the system creates 3D stories from text to be presented in virtual reality. The learner can choose premade assets and input the story script for conversion into story elements and timelines. Experiments with 35 intermediate learners of English on the usability of the system and user engagement confirmed the system's effectiveness to promote learner collaboration, peer support, negotiation, opinion exchange, and critical thinking. Learners found the system to be a powerful tool to visualize their thoughts, and revise/expand their stories, according to questionnaire results. This system brings an interesting and intense language practice that encourages learners to actively participate in the learning process through collaboration. [For the complete proceedings, see ED600837.]
Defining Teachers&apos; Readiness for Online Language Teaching: Toward a Unified Framework
Author: Van Gorp, Koen
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,Teaching Methods,Online Courses,Uncommonly Taught Languages,Partnerships in Education,Familiarity,Technological Literacy,Teacher Competencies,Feedback (Response),Teacher Attitudes,Faculty Development,Pedagogical Content Knowledge

As part of a larger effort to support Less Commonly Taught Languages (LCTL) instruction in the United States, the LCTL Partnership at Michigan State University (MSU) and the LCTL Collaborative Partners initiative at the University of Chicago (UC) are supporting online LCTL courses to be offered to students across multiple institutions. As the initiatives were underway, it became clear that LCTL teachers' familiarity with online teaching ranged widely. This is not surprising, especially considering that many LCTL teachers have never participated in any kind of online learning experience -- let alone taught online. This paper reports on the first phase of a collaborative project that aims to identify and define key competencies for Online Language Teaching (OLT) and conceptualize a set of OLT readiness cando statements. In a next phase, this framework will be used to build an assessment that gauges teachers' readiness to teach language courses online and provide these teachers with formative feedback. [For the complete proceedings, see ED600837.]
Recognizing and Valuing the Mentoring of Undergraduate Research, Scholarship, and Creative Activity by Faculty Members: Workload, Tenure, Promotion, and Award Systems. CUR White Paper No. 2
Author: Morrison, Janet A.
Date: 2019-00-00
Type: Reports - Research
Subjects: College Faculty,Teacher Participation,Mentors,Student Research,Undergraduate Students,Faculty Workload,Best Practices,Tenure,Teacher Promotion,Awards

To increase faculty participation and to recognize the strategic educational position held by undergraduate research, scholarship, and creative activities (URSCA) in many institutions, faculty mentorship of undergraduate students needs to be valued as a standard component of workload and formally included in activity reports and evaluations, including those that lead to reappointment, tenure, and promotion. This white paper presents the need for recognition of faculty mentorship of URSCA, recommends best practices for institutions to adopt, offers a selection of case studies that features some of these practices, and summarizes upcoming challenges. [This white paper is published by the Council on Undergraduate Research (CUR). For &quot;Undergraduate Research: A Road Map for Meeting Future National Needs and Competing in a World of Change. CUR White Paper No. 1,&quot; see ED600981.]
The Impact of Student Model Updates on Contingent Scaffolding in a Natural-Language Tutoring System
Author: Albacete, Patricia
Date: 2019-06-00
Type: Speeches/Meeting Papers
Subjects: Natural Language Processing,Teaching Methods,Educational Technology,Technology Uses in Education,Physics,Science Instruction,Scaffolding (Teaching Technique),High School Students,Secondary School Science,Program Effectiveness,Problem Solving,Discussion (Teaching Technique)

This paper describes an initial pilot study of Rimac, a natural-language tutoring system for physics. Rimac uses a student model to guide decisions about &quot;what content to discuss next&quot; during reflective dialogues that are initiated after students solve quantitative physics problems, and &quot;how much support to provide&quot; during these discussions, that is, domain contingent scaffolding and instructional contingent scaffolding, respectively. The pilot study compared an experimental and control version of Rimac. The experimental version uses students' responses to pretest items to initialize the student model and dynamically updates the model based on students' responses to tutor questions during reflective dialogues. It then decides what and how to discuss the next question based on the model predictions. The control version initializes its student model based on students' pretest performance but does not update the model further and assigns students to a fixed line of reasoning level based on the student model predictions. We hypothesized that students who used the experimental version of Rimac would achieve higher learning gains than students who used the control version. Although we did not find a significant difference in learning between conditions, the experimental group took significantly less time to complete the pilot study dialogues than did the control group. That is, the experimental condition led to more efficient learning, for both low and high prior knowledge level learners. We discuss this finding and describe future work to improve the tutor's potential to support student learning.
Undergraduate Research: A Road Map for Meeting Future National Needs and Competing in a World of Change. CUR White Paper No. 1
Author: Altman, Joanne D.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Student Research,STEM Education,Labor Force Development,Educational Benefits

The authors present evidence for the role of undergraduate research in college completion and preparation of a highly skilled workforce, particularly in STEM [science, technology, engineering, and mathematics] fields. [This paper was produced by the Council on Undergraduate Research (CUR).]
homeBase: Participation, Engagement, Alliance, and Social Validity of a Motivational Parenting Intervention
Author: Frey, Andy
Date: 2019-00-00
Type: Reports - Research
Subjects: Parent Participation,Elementary School Students,Coaching (Performance),Intervention,Behavior Disorders,Program Effectiveness,Behavior Modification,Motivation,Parent Education

This article examines the participation, engagement, alliance, and social validity of home-Base--a parent management intervention developed specifically to address parent engagement of elementary-level students. The intervention infuses motivational interviewing (MI) into its implementation procedures and trains behavioral coaches to use this approach as their primary interactive vehicle with parents. Process data from participants (N = 120) assigned to one of the two homeBase intervention conditions were examined to better understand the following dimensions: parental participation and engagement, coach--parent alliance, and the satisfaction of the homeBase intervention. Results indicate that parental participation was challenging in that 21 percent of the parents seemed unable to engage at all in the intervention. However, those who did participate were highly engaged and developed effective relationships with their coach. Parents perceived the homeBase intervention to be socially valid. There were also several interesting correlations among these measures that might potentially guide further research and practice. The authors recommend that school social work preparation programs and school districts consider including MI in curriculum and professional development efforts as a strategy for parental engagement. [This is the online version of an article published in &quot;Children &amp; Schools.&quot;]
State Data Use Spotlight: Arizona
Author: Ruedel, Kristin
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Data Use,Data Analysis,Educational Finance,Early Intervention,Federal Aid,Speech Therapy,State Aid,Insurance,Medical Services

Many states struggle with collecting reliable and valid state-level data that can be leveraged to maximize the use of funds. This is particularly challenging when providing early intervention services in states where Medicaid uses clinic rates that are lower than the natural environment rates covered by state or federal Part C funds. This state spotlight presents various strategies that the Arizona Department of Economic Security's Arizona Early Intervention Program (AzEIP) used to identify the use of diverse funding sources at the program level and to encourage providers' use of Medicaid funding by enhancing the state's data system and acquiring a Medicaid rate increase for speech-language services. [This resource was developed by members of the NCSI Data Use Service Area Team in collaboration with Ardith Ferguson and Maureen Casey.]