ethanporcaro/eric-fulltext-meta huggingface dataset:
L2 Motivational Self-System as Predictors of Out-of-Class Willingness to Communicate
Author: Zulkepli, Noraini
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Student Motivation,Predictor Variables,English (Second Language),Verbal Communication,Preservice Teachers,Foreign Countries,Learning Motivation,Self Concept

Empirical studies have long proven the link between speaking and second language learning. Despite its importance in determining one's success to master the target language, willingness to communicate (WTC) is not always high even among motivated and advanced English language learners. This often leads to them not taking the opportunities to engage in verbal activities that are beneficial for them as language learners. The present study seeks to identify the relationship between L2 motivational self-system (the ideal self and the ought-to self) and out-of-class WTC. It draws on a quantitative research design that involved a sample of 111 pre-service ESL teachers in Malaysia. Two major findings were identified. First, even though proficient, their level of out-of-class WTC was only satisfactory not high as expected. Second, the ideal self was the stronger predictor of their out-of-class WTC. This supports previous findings on the role of ideal self in learners' willingness to communicate. Based on the findings, the present article ends with a pedagogical suggestion.
An Examination of Reading Strategies Awareness among Algerian ESP Students at the National Higher School for Hydraulics
Author: Safia, Bensaad
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Strategies,English for Special Purposes,Metacognition,Gender Differences,Second Language Learning,Second Language Instruction,Problem Solving,Foreign Countries,Teaching Methods,Engineering Education,Student Attitudes,Higher Education,College Students

Promoting students' knowledge of the reading process as well as their metacognitive awareness of reading strategies has become a crucial issue of ESP teaching and undoubtedly an obligatory subject in higher education. Relevant to this, the present paper tries to examine Algerian ESP students' awareness and use of reading strategies, especially while reading academic material in English. The study is realized through the administration of Mokhtari and Sheorey's (2002) Survey of Reading Strategies (SORS) to 100 students enrolled in first year engineering classes at the National Higher School for Hydraulics (ENSH), mainly to find out: (1) frequency of students' reported use of different reading strategies (Global, Problem-solving and Support reading strategies); (2) difference(s), if any, between female and male students' reading strategies use; and (3) students reported use of any other strategies which are not included in the SORS. Findings reveal that Algerian ESP students, as medium users of reading strategies in general, tend to use Problem-solving more than other categories of reading strategies; the absence of significant differences between males and females reported use of reading strategies; meanwhile, students report use of some strategies other than those mentioned in Mokhtari and Sheorey's Survey. Consequently, an adapted version of the SORS is designed to fit the Algerian context of EFL for specific purposes.
Gender and Socioeconomic Status: A Pragmatic Analysis of Politeness Strategies Used by Iranian EFL Students in Persian and English Requests
Author: Esfahlan, Farzaneh Khakzad
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Socioeconomic Status,Indo European Languages,English (Second Language),College Students,Second Language Instruction,Foreign Countries,Speech Acts,Language Usage,Interpersonal Communication,Interpersonal Relationship

Politeness strategies that speakers deploy when performing a speech act have been seen to be influenced by several factors among which gender and socioeconomic status are two prominent ones. The current study was an attempt to examine the relationship between gender and socioeconomic status (SES) on one hand, and choice of politeness strategies on the other. The focus was specifically on the realization of speech act of request in Persian (L1) and English (L2). The participants were 100 advanced-level Iranian EFL students. Based on their gender and responses to the socioeconomic status questionnaire, they were divided into four equal groups of twenty-five: 1. male-high; 2. male-low; 3. female-high; and 4. female-low. The data collection instruments were the English and Persian versions of a discourse completion test (DCT). The results revealed a significant relationship between gender and use of politeness strategies in speech act of request in L1 as well as L2. The findings, however, demonstrated no significant relationship between the participants' socioeconomic status and their use of politeness strategy neither in L1 nor in L2. This study can be another proof for Brown and Levinson's claim about the universality of politeness strategies.
Stylistics as a Tool for Critical Language Awareness
Author: Tahiri, Lindita
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Styles,Metalinguistics,Comparative Analysis,Fiction,Nonfiction,Narration,Novels,Authors,Presidents,Vocabulary,Syntax,Critical Thinking,Reading Processes,Prevention,Critical Literacy,Speech Acts,Discourse Analysis

This study discusses the role of stylistic analysis in the development of critical language awareness (CLA) which is crucial for assessing ideologies transmitted in discourse. The Critical Stylistic approach is used to compare narrative strategies in fiction and non-fiction: in Ishiguro's novel &quot;The Buried Giant&quot; (2015) and in Wolff's book &quot;Fire and Fury: Inside the Trump White House&quot; (2018) by using analytical tools such as transitivity, participants, actions and processes, vocabulary, syntax, modality, generics, personal pronouns, speech acts. Considering ambiguous approaches to the issue of truth in mass media when hundreds of fact-checking sites are telling people how to separate 'true meaning' from 'fake meaning', this study argues that the linguistic approach to narratives can foster critical thinking by helping readers understand the interpretative nature of the meaning of the text. In the light of contemporary literary strategies, literature is affirmed as mode of 'truth' in the sense of an increased self-knowledge and insight on the part of the reader who carries out interpretation as opening up to the text in relation to multiple meanings. The stylistic approach towards narrative strategies is pointed out as prevention of prescriptive and dogmatic readings and as encouragement for critical literacy.
Examining the Effect of Explicit Instruction on Vocabulary Learning and on Receptive-Productive Gap: An Experimental Study
Author: Vincy, Infanta R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Direct Instruction,Second Language Instruction,Second Language Learning,English (Second Language),Vocabulary Development,Repetition,Receptive Language,Linguistic Input,Textbook Content,Public Schools,Grade 6,Knowledge Level,Foreign Countries

This research study emphasized the importance of explicit instruction and repeated exposure to the target vocabulary for effective reception and production of new words among the second language learners of English. The purpose of the study was to examine the efficacy of the researcher-created supplementary for the prescribed set of vocabulary in the English language textbook. The study aimed to find out the amount of influence the explicit instruction and repeated exposure to the target vocabulary had on the nature of the receptive-productive gap. A total of sixty-two sixth grade students from a Government school in Tamil Nadu, India, participated in the experimental study which was conducted over a period of three months. The results of the study showed that the explicit instruction and repeated exposure to the target vocabulary had a significant amount of influence on vocabulary knowledge when compared to the conventional way of vocabulary instruction. In the conventional mode of vocabulary instruction, reception of vocabulary was found to have an average of 8% influence on the production knowledge, whereas in the case of the experimental group, it amounted up to 72%. This analysis showed that through explicit instruction and repeated exposure to the target vocabulary the receptive-productive gap is significantly reduced.
Gutturals, Emphatics, and the Phenomenon of Emphasis Spread in Fallaahi Jordanian Arabic: A Non- Linear Analysis
Author: Jaradat, Muneera
Date: 2020-00-00
Type: Journal Articles
Subjects: Speech Communication,Semitic Languages,Rural Areas,Dialects,Pronunciation,Native Speakers,Articulation (Speech),Phonemes,Human Body,Foreign Countries,Audio Equipment,Phonology

The study aims to investigate guttural and emphatic sounds and the phenomenon of emphasis spread in Fallaahi Jordanian Arabic (FJA), a rural Jordanian dialect spoken in the north of Jordan. The study uses a non-linear approach, namely, the feature geometry approach to represent guttural and emphatic sounds and the phenomenon of emphasis spread. The data are collected by recording spontaneous conversations of twenty participants who are native speakers of this dialect. The analysis shows that gutturals in FJA are (/x, [voiced uvular fricative], [voiced pharyngeal approximant], [voiceless pharyngeal fricative], h, ?/) and the primary emphatics are (/T, D, S/). The analysis also shows that emphatic sounds can cause spreading of emphasis to other segments since they involve the back of the tongue and accompany a primary articulation at another place of articulation. Moreover, the study reveals that emphasis spread is bi-directional: leftward and rightward. Leftward emphasis is absolute, while rightward emphasis is blocked by the [+high, -back] segments (/i/, /i:/, /y/, and /[unvoiced consonant]/) since they are incompatible with and antagonistic to the Retracted Tongue Root [RTR] feature. Finally, the study shows that the domain of emphasis is minimally over the syllable and maximally over the phonological word.
How Do Pre-Service Mathematics Teachers Respond to Students&apos; Unexpected Questions Related to the Second Derivative?
Author: Kula Ünver, Semiha
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Vignettes,Mathematics Education,Mathematical Concepts,Secondary School Mathematics,Calculus,Teacher Response,Teacher Student Relationship,Questioning Techniques,Expectation,Demonstrations (Educational),Foreign Countries,Pedagogical Content Knowledge

The aim of this study was to determine the how pre-service mathematics teachers respond to unexpected questions from students about the second derivative. A qualitative research method was used for this purpose, applying a case study framed as an in-depth analysis of how pre-service mathematics teachers respond to students' ideas. The participants were 39 pre-service mathematics teachers who were in their final year of their mathematics teacher education program. The pre-service teachers, who participated voluntarily, were asked to respond to open-ended questions relating to a scenario that included a teacher, as well as her 12th-grade students. The written responses that the participants provided constitute the data of this study. The results revealed that most of the participants could not effectively answer an unexpected question from students. Nearly half of the participants stated that they could not answer the question. Others ignored it, while some acknowledged the question and attempted to give an answer. Moreover, a small number of the participants made an effort to explain and demonstrate the concept of concavity by drawing the graphs of the function and relating them to the first derivative.
Promoting the Social Skills of Adolescents with Autism Spectrum Disorder (ASD) with the Use of a Peer Network Intervention
Author: Kalyvezam, Stamatina
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Middle School Students,Autism,Pervasive Developmental Disorders,Intervention,Peer Relationship,Social Networks,Program Effectiveness,Skill Development,Foreign Countries

The purpose of this study is to investigate the effects of a peer network individualized intervention toward improving the social skills of three middle school high-functioning adolescents with autism spectrum disorder (ASD) without intellectual disability (ID). The intervention was based on the Circle Time program (Mosley &amp; Tew, 2013), and it was carried out in 10 weeks and in three separate groups of students, with each group consisting of nine participants: one adolescent with ASD and eight non-labeled classmates. We used a multiple-baseline-across-participants experimental design to assess the effectiveness of the intervention and generalization to novel responses and settings. The results of the present study revealed that the social skills of all three participants increased and generalized to an unstructured setting, namely in the playground, during recess time, and in unfamiliar areas that students visited during school excursions. Our findings replicate prior work on individualized interventions that help children with ASD improve and generalize newly acquired social skills in school settings. Enhancing social skills of the aforementioned adolescents may limit the possibility of behavioral and emotional problems which can lead to further learning difficulties and may help them fulfill their potential.
Is Good Teaching Culturally Responsive?
Author: Tanase, Madalina
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Secondary School Teachers,Mathematics Teachers,Science Teachers,Teaching Methods,Instructional Effectiveness,Student Centered Learning,Discovery Learning,Teacher Attitudes,Cooperative Learning,Game Based Learning

Demographic data show an increasingly diverse student population in all urban settings. This contrasts with the teacher force, which is predominately middle class, female, monolingual, and of European ancestry. This discrepancy adds complexity to an already complex profession. To bridge this cultural gap, researchers advocate for a change in the teaching paradigm, in which teachers understand the relationship between students' culture and learning. This paradigm is called Culturally Responsive Teaching. The participants of this study were twenty-two secondary mathematics and science teachers. The researcher analyzed whether some of the strategies used in mathematics and science urban classrooms were student-centered as well as culturally responsive. Results show that teachers used a variety of student-centered strategies, such as discovery learning, centers and group work, and games. Similarly, the teachers incorporated their students' culture into their mathematics and science classrooms, by including their students' interests in the lessons, exposing students to similar role models, and using real-life examples that students found relatable.
Lexical Load of Punjab Curriculum and Textbook Board&apos;s English 1 and English 2
Author: Azim, Muhammad Umer
Date: 2020-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Public Schools,Word Frequency,Vocabulary,Computational Linguistics,Computer Software,Textbook Evaluation,Foreign Countries

The study evaluated the lexical utility of English 1 and English 2, English language textbooks, which are supervised, produced, and distributed by Punjab Curriculum and Textbook Board. These are officially recommended (compulsory) textbooks for all public sector schools. The study calculated total number of words used (tokens) in the books along with different words (types) and headwords (families). It calculated the distribution of words introduced in the books in BNCCOCA levels of most frequently used words. The analysis was done using Compleat Lexical Tutor v.8.3 vocabulary profiler and its special advanced software VP-Compleat with criteria BNCCOCA-25. In addition, 'AntProfiler' software was used. Some manual calculations were also done. The analysis suggested the corpus of 993 words introduced in two books. These words mostly belonged to level 1 (69.68 percent), level 2 (14.9 percent) and level 3 (2.2 percent). Rest of the words belonged to levels from 4 to 14. The books need to increase number of words that fall under the first three levels of BNC-COCA 25 and reduce the number of words from higher levels.
The Social Nature of Reading Poetry: The Case of Reading Haiku for Content
Author: Nguyen, Hong-Nguyen
Date: 2020-00-00
Type: Journal Articles
Subjects: Poetry,Reading Comprehension,Elementary School Students,Reader Text Relationship,Reading Aloud to Others,Reading Instruction,Social Environment

It is commonly assumed that skills involved in reading poetry, such as decoding and assessing the poem, scanning for details arise in social relations with others, which makes reading social. However, this is social in a weak sense because these new accomplishments result from people working together. Using an alternative theoretical framework based on Vygotsky's later work, in this paper I defend the strong social nature of reading poetry for content through an example of how students (K-4) read haiku, a Japanese form of poetry. I illustrate that this sense of social is not constructed in the minds of individuals in a social setting, but it refers to a relation--a visible and irreducible joint production that develops as transactional features of the organization of turns in the haiku reading event. I demonstrate how reading haiku transforms itself as a what-where-when poem in this community. Understanding that reading poetry is social in this sense, &quot;through and through,&quot; helps us recognize how this socio-cultural practice keeps (re)producing itself in different cultures.
How a Teacher Professional Development Program Influences Students&apos; Algebra Performance? Reflections from a Web-Based Platform
Author: Tanisli, Dilek
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development,Inservice Teacher Education,Mathematics Teachers,Mathematics Achievement,Algebra,Performance Factors,Misconceptions,Web Based Instruction,Instructional Effectiveness,Grade 7,Middle School Students,Public Schools,Foreign Countries,Correlation

The main purpose of this study was to assess seventh-graders? algebra performance when their teachers received professional development support regarding hypothetical learning trajectories through a web-based platform. Secondly, we aimed to investigate the relationship between student performance and the teachers? professional development in teaching algebra. A mixed-method research paradigm was adopted into the study. Experimental research was conducted with nine experimental and nine control groups including 454 seven graders. The data came from a combined algebra (including open-ended and multiple-choice tasks) test and experimental group teachers? teaching designs where the plans were entered to the web-based platform. Statistical methods were used to analyse the quantitative data, while descriptive methods were used to analyse the qualitative data. The results revealed that the experimental-group students (whose teachers received professional development support through the web-based platform) statistically outperformed compared to those in control groups. Besides, a relationship between was found between the experimental group teachers? progress and algebra performance of their students.
&quot;State Standards and IEP Goals. A Lot of TPT Products&quot;: What Resources Early Childhood Educators Report Using to Plan Mathematics Instruction
Author: Peltier, Corey
Date: 2020-00-00
Type: Journal Articles
Subjects: State Standards,Individualized Education Programs,Special Education,Early Childhood Education,Mathematics Education,Mathematics Instruction,Early Childhood Teachers,Mathematics Teachers,Educational Resources,Rural Schools,Suburban Schools,Specialists,Planning,Information Sources

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.
Relationship between Self-Directed Learning (SDL) and Academic Achievement of University Students: A Case of Online Distance Learning and Traditional Universities
Author: Khalid, Mubashra
Date: 2020-08-00
Type: Journal Articles
Subjects: Correlation,Independent Study,Academic Achievement,Comparative Analysis,Distance Education,Conventional Instruction,Online Courses,College Students,Teacher Education Programs,Teaching Methods,Metacognition,Self Management,Learning Processes,Barriers,Teacher Role

The study aimed to highlight the relationship between self-directed learning and academic achievement and the comparison of self-directed leaning via online and conventional university learning. A self-developed survey was used to collect data from online distance and conventional leaners. All the students of the Faculty of Education of one online and one conventional degree awarding universities were the population of this study. There were 1139 students enrolled in online and 1809 students enrolled in conventional degree awarding universities in the Faculty of Education for Spring 2019. A sample of 590 students (20% of population) out of total 2948 students were selected, using a simple random sampling technique. Data was analyzed by using t-test, Pearson r to find out relationship between variables. Findings indicate significant difference between SDL of online and conventional university students. Also, co-relation of SDL with academic performance is high in students learning via online contrary to that of conventional university students. The study suggests that using SDL as teaching approach to develop students' abilities to self-regulate their teaching-learning process.