ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Mobile-Assisted Language Learning (MALL) in Enhancing the Writing Skills of Intermediate IEP Students: Expectations vs Reality
Author: Al-Shehab, Mariam
Date: 2020-00-00
Type: Journal Articles
Subjects: Process Approach (Writing),Instructional Effectiveness,Handheld Devices,Telecommunications,Computer Software,Technology Integration,Second Language Learning,English (Second Language),Writing Improvement,Writing Skills,Intensive Language Courses,Personal Autonomy,Independent Study,College Freshmen,Females,Late Adolescents,Arabs,Foreign Countries

Despite extensive research into the effectiveness of mobile-assisted language learning (MALL) in ESL/EFL language learning, there is insufficient evidence to conclude that supplementing conventional teaching methods of the writing process approach with MALL significantly improves the English writing performance of native Arabic speakers. This study investigates the role of mobile-assisted language learning in enhancing the writing skills of forty female intermediate-level Intensive English Program (IEP) students at an intermediate level at Kuwait University. Participants were tested using a variety of mobile applications and websites (i.e. the Microsoft Word application, an English dictionary application, and internet search engines). The researcher utilized questionnaires, observation notes, and other qualitative methods from student assignments for data collection. Results of the data analysis indicate that smartphones are indeed an effective teaching tool, with multiple positive effects on student agency. However, due to its nature and complexity, a cautious approach was used to interpret the findings of this study. The ultimate goal of the research was to compare the traditional approach to the teaching of process writing to a mobile-assisted approach. Study findings are discussed in details and options for future research are explored. Overall, results suggest that learner autonomy is improved by engaging in the writing process both inside and outside of the classroom. The results also suggest implications for increasing motivation and peer collaboration via the use of mobile technology.
Impact of Supra-Segmental Features on Reading Comprehension in First and Second Language: A Comparative Study of Iranian EFL Learners
Author: Mirfatemi, Fatemeh
Date: 2020-00-00
Type: Journal Articles
Subjects: Suprasegmentals,Second Language Learning,Second Language Instruction,English (Second Language),Syllables,Indo European Languages,Intonation,Comparative Analysis,Phonological Awareness,Transfer of Training,Reading Comprehension,Speech Communication,Teaching Methods,Native Language,Foreign Countries,Language Proficiency,Language Tests,Phonemes,Listening Comprehension,Vocabulary Development,Correlation

Supra-segmental features refer to various forms of intonation and how words and sentences are uttered. Such features challenge meaning and comprehension, too. Despite the importance of these features and their reported association with phonological awareness and linguistic comprehension, their effects on reading comprehension have not been explored. The current work investigated the impact of a remedial program on Persian and English reading comprehension of a group of English language learners (N=30 divided into experimental and control groups). The measurements tested the components of reading comprehension based on the Simple View of Reading (SVR). Additionally, supra-segmental features were assessed by Profiling Elements of Prosody (i.e., supra-segmentals) in Speech-communication (PEPS) in both languages. As a result, English and Persian elision and also Persian listening were affected by teaching supra-segmental features. Assessing the transfer of linguistic skills revealed that Persian listening and knowledge of supra-segmentals, in particular, recognizing short syllables and awareness of stress position in a sentence, contribute to English reading comprehension. It indicates that reading and listening comprehension are affected by similar cognitive processes that may lay in the knowledge of supra-segmentals. The findings also suggest that simpler systems of supra-segmentals are more likely to transfer. Pertinent pedagogical implications were presented, as well.
Flipping Microlearning-Based EFL Classroom to Enhance Learners&apos; Self-Regulation
Author: Hosseini, Hamed Mohammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Self Control,Homework,Foreign Countries,Learning Processes,Teaching Methods,Units of Study,Adult Students,Metacognition,Student Motivation,Video Technology

The potential benefit of employing a flipped learning approach, where learners are presented with the content preceding the class time, is to make a shift from traditional teacher-centered learning environments to more learner- and learning-centered ones. As this content delivery should be short, small, fine, and powerful, 'microlearning' as a new method of content-delivery in mediated environments, is suggested. The purpose of this study is to examine the effect of this flipped learning approach on raising Iranian EFL learners' self-regulation. This study was undertaken on 26 intermediate students in a nine-week course held at an English Institute in Tehran, IRAN. Of the participants, 13 learned English using a task-based language teaching (TBLT) approach in a non-flipped learning setting, whereas 13 studied English in a flipped learning setting. The data was collected in three sections: self-regulation survey flipped learning questionnaire and focus group interviews. Findings demonstrate that the latter were more aware of the learning process itself, playing a more active role in the classroom, while enjoying learning, as being more engaged in the learning progress, resulting in the development of their autonomy and self-regulated learning.
Promoting Advantageous Ways for Teachers and Learners to Deal with Corrective Feedback
Author: Eslami, Zohreh R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Error Correction,Feedback (Response),Second Language Learning,Second Language Instruction,Accuracy,Instructional Effectiveness,Personal Autonomy,Language Teachers,Individual Differences,Computer Mediated Communication

Researchers and educators in the field of second language acquisition (SLA) have long been interested in the role of corrective feedback (CF) in language teaching and learning (Cohen, 1975, 2018; Ellis, Loewen, &amp; Erlam, 2006). The main goal is to explore how to provide CF, the kind of feedback to provide, when, and by whom in order to facilitate learner's uptake and second language (L2) development (e.g., Carroll &amp; Swain, 1993; Han, 2002; Lyster &amp; Ranta, 1997). As Cohen (2018) states, aligned with more learner-centered approaches to language teaching, not only should teachers know how to deal with providing CF but they also need to promote learners' awareness as informed consumers of CF to optimize its effect in their L2 development journey with the highest level of efficiency (Cohen &amp; White, 2008). CF is defined as comments on accuracy or suitability of students' comprehension or production of a foreign/second language. The extent of CF and the ways in which learners can strategically embark on such CF is still open to debate due to the fact that there are many mediating factors influencing the efficacy of CF. Consequently, being able to propose advantageous ways of providing CF by teachers and effective use of CF by learners in L2 education settings remains a desideratum which requires a systematic review of various aspects of CF and factors contributing to its effectiveness. To this end, the current paper opens by providing a definition of CF and delineating how it is operationalized in different theoretical schemes. Categories of CF are described as are technology-based means for CF, and key dilemmas regarding CF and its effectiveness are noted. The conclusion reached is that CF must be viewed as highly complex -- especially as it concerns learners' autonomy in L2 development and in effectively strategic use of CF. The article ends with some recommendations regarding advantageous ways of promoting CF practice in L2 classrooms.
Preventing Attrition and Promoting Retention
Author: Bardovi-Harlig, Kathleen
Date: 2020-00-00
Type: Journal Articles
Subjects: Prevention,Language Skill Attrition,Retention (Psychology),Language Proficiency,Second Language Learning,Linguistic Input,Learning Activities,Educational Resources,Technology Integration,Learning Motivation,Adult Students

This paper discusses the stage of second language acquisition known as attrition and what learners and teachers can do to prevent attrition and promote retention. Attrition is the stage at which a learner's attained proficiency declines due to a reduction of contact with the second language, whether from lack of contact with other speakers of the language, cessation of language instruction, or a number of other factors. The paper briefly summarizes research on language attrition, then reviews a prototype program developed to encourage L2 retention for a specific learner population, and discusses a range of activities in which learners at large may engage to promote retention of their L2 knowledge, including both traditional and technology-mediated activities. The paper also suggests means by which language teachers may prepare their students for the possibility of attrition and help them develop skills for independent learning and engaging with language activities and resources that will facilitate language retention.
Helping to Maximize Learners&apos; Motivation for Second Language Learning
Author: Csizér, Kata
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,English (Second Language),Multilingualism,Identification (Psychology),Personal Autonomy,Motivation Techniques,Student Motivation,Educational Theories

Second language (L2) motivation research has been thriving for the past decades by emphasizing L2 motivation theories and describing the motivated learner, while relatively few studies have dealt with how to motivate students in a systematic way. Approaches in these studies either included investigations into the role of different motivational strategies that teachers can use to motivate their students (Dörnyei &amp; Csizér, 1998; Guilloteaux &amp; Dörnyei, 2008) or the impact of various intervention methods (Chan, 2014; Mackay, 2014; Magid, 2014). Even though more situated and classroom-room related projects have been completed recently (Henry, Sundqvist &amp; Thorsen, 2019), there is a need to provide further systematic analyses of how to maximize learner's L2 motivation in the 21st century. To fulfill this aim, the present theoretical investigation first summarizes the most important L2 motivation theories and their contributions to learner motivation, then outlines the challenges that make motivating students difficult in the 21stcentury. These areas comprise the role of English as a lingua franca, students' plurilingual identities and the relationship between student motivation and autonomy as a user. Among the main results and implications of the investigation features the finding that student motivation can be increased by engaging learners on their own terms and by involving their reality and creativity in the language learning process. Methods and activities which enable students to act as L2 users in the language class include translation and literature. In addition, the classroom as a venue of genuine communication can have a positive impact on student motivation in the practice of language teaching.
Changing the Channel -- From Face to Face to Digital Space: &quot;Framing&quot; the Foundations of Video Based Presentation &amp; Meeting Channels
Author: McGloin, Rory
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Speaking,Communication Skills,Computer Mediated Communication,Telecommunications,Audiences,Visual Aids,Program Development,Video Technology,Synchronous Communication,Asynchronous Communication,Context Effect,Visual Environment,Acoustics,Speech Communication,Audience Participation,Program Effectiveness,Communication Strategies,Higher Education

Effective presentation skills never go out of style, however, the channel by which we deliver presentations has been rapidly changing over the past two decades. Technological developments have made it easier to bring audiences together in virtual spaces and as a result, more and more presentations are taking place every day through digital channels. The cornerstones of effective and engaging presentations have remained the same for hundreds of years, but digital presentation and meeting channels bring both new challenges and opportunities that need to be examined in order to ensure we as a field are applying and teaching the best practices for this new channel. While some face-to-face presentation skills and best practices carry over to the digital world, there are new and unique practices that must be considered when attempting to engage digital audiences. The primary aim of this manuscript is to provide presenters and facilitators an overview of the unique opportunities and challenges that digital channels present along with details on the best practices and approaches for engaging digital audiences in an effective manner. An examination of future challenges for training and coaching presenters within these digital channels is also discussed.
Encouraging Learners to Become Better-Informed Consumers of L2 Learning Opportunities
Author: White, Cynthia
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Dictionaries,Electronic Publishing,Consumer Education,Educational Opportunities,Informal Education,Information Technology,Distance Education,Semitic Languages,Learning Experience,Cultural Influences,Independent Study,Study Abroad,Foreign Countries,Task Analysis,Chinese

The notion of language learners as informed consumers developed by Cohen and White (2008) takes up the issue of how best to develop the knowledge, skills and awareness of language learners given the infinite variety of language learning opportunities. The informed consumer approach focused not only on developing awareness of both formal and informal learning environments, but also on enhancing the ability to critically appraise those opportunities and to optimise language learning within them. In this article we trace how the notion of language learners as informed consumers has been drawn on in innovative studies of technology-mediated language learning; a common focus of those studies has been on ways of fostering awareness of the potential of particular technology-mediated learning environments and the relevant knowledge and skills which would support the active and effective use of those environments. We show how strands of the informed consumer approach have been used to investigate expertise and affordances in electronic dictionary use (Levy &amp; Steel, 2015) and the trajectories of distance learners of Chinese (Tasker, 2010). In the latter part of the article we consider the experiences and reflections of learners of Arabic in a study abroad context in Jordan as part of Project Perseverance; findings from that project open up new dimensions of what it means to be an informed consumer of language instruction in relation to specific situational and cultural norms and constraints. To conclude the article identifies not only the distinctive contribution of the informed consumer approach but also how it sheds light on the ways in which individuals seek out and curate personally meaningful sites for language learning within their life worlds.
Communication and the Community: Using Outreach to Enrich Consultants and the Public
Author: Christian, Tyler
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Outreach Programs,Communication Skills,Tutoring,Homeless People,Advocacy,Public Speaking,Student Volunteers,Consultants,Academic Support Services

As a Graduate Assistant with the Speaking Center at University of North Carolina at Greensboro, he was privileged to be provided opportunities to assist others with their communication skills not only in an on-campus tutorial setting, but also in the Greensboro community at large. One experience was working with the Homeless Union of Greensboro on their communication skills to aid in the delivery of speeches they were preparing in order to advocate for themselves later that night with the Greensboro City Council. There has been previous research on advocacy outside the Speaking Center which discusses the positive effects of such volunteering efforts on the community (Cuny, Thompson, Naidu, 2014). This essay will assert that this experience was valuable not only to the Greensboro Community but also to the Speaking Center consultants who volunteered, and that similar opportunities should therefore be afforded to employees at other Speaking Centers as well.
Communicating Nanoscience and the Communication Center: An INNOVATE Case Study
Author: Cuny, Kimberly M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Communication Skills,Scientific Concepts,Science Education,Interdisciplinary Approach,Universities,Public Speaking,Graduate Students,Competition,Grants,Conferences (Gatherings),Workshops,Program Evaluation,Art Education

Communication Centers are well positioned to support communicating science efforts across campus. This manuscript, written by faculty who designed and facilitated a potpourri of support for nanoscience during the 2017-18 academic year, provides a detailed place to start for those who will take on this work at other institutions.
The Potential of a Library Media Program on Reducing Recidivism Rates among Juvenile Offenders
Author: Formby, Angela E.
Date: 2020-08-00
Type: Journal Articles
Subjects: Library Services,Program Effectiveness,Recidivism,Juvenile Justice,Correctional Institutions,Libraries,Youth,Institutionalized Persons,Librarians

There are currently an estimated 1.1 million juveniles involved with the juvenile justice system. Of that steadily-climbing number, a high percentage will be rearrested, readjudicated, or recommitted to a facility, program, or group home. Although many researchers have studied the factors influencing juvenile criminology and recidivism rates in general in order to reduce these numbers, little is known about the possible influence that an active and thriving library media center may have on these adolescents. Therefore, this literature review will examine the possible connection between having a library media program available during a juvenile's incarceration and reducing juvenile delinquent recidivism rates.
Vicarious Reinforcement and Punishment among the Children of the Incarcerated: Using Social Learning Theory to Understand Differential Effects of Parental Incarceration
Author: Arrastia-Chisholm, Meagan C.
Date: 2020-08-00
Type: Journal Articles
Subjects: Reinforcement,Punishment,Children,Parent Influence,Prosocial Behavior,Observational Learning,Learning Theories,Institutionalized Persons,Correctional Institutions,At Risk Persons,Resilience (Psychology),Stress Variables,Outcomes of Education,Educational Research

In this literature synthesis, research concerning the effects of parental incarceration on children is reviewed. Literature from across disciplines is synthesized to advance the understanding of how parental incarceration affect children, as well as to propose vicarious reinforcement and punishment as a potential mechanism to explain positive outcomes of this type of separation. It has been a predominant view that this population is at risk for serious negative outcomes, like behavioral issues, even before parental incarceration. It is obvious that children with parents in prison or jail do constitute an especially fragile population group needing urgent attention for social, educational, and psychological services. However, research findings are mixed and several problems with research on this population have been identified, such as issues with identification, access, as well as research quality. The purpose of this review is to summarize recent research findings on the differential effects of parental incarceration on educational outcomes, as well as introduce vicarious reinforcement and punishment from Bandura's social learning theory as possible mechanisms that safeguard these children from negative outcomes. Implications for future research and intervention development are offered.
Comparing the Writing Skills of Autistic and Nonautistic University Students: A Collaboration with Autistic University Students
Author: Gillespie-Lynch, Kristen
Date: 2020-10-00
Type: Journal Articles
Subjects: Writing Skills,Autism,Pervasive Developmental Disorders,College Students,Writing Difficulties,Theory of Mind,Writing Attitudes,Writing Achievement,Nonverbal Ability,Personality Traits,Intelligence,Intelligence Tests,Verbal Ability,Reading Tests

The writing skills of autistic university students have received very little empirical attention. Previous research has suggested that autistic people may struggle with writing, in part, due to challenges with Theory of Mind. However, other research indicates that Theory of Mind difficulties are far from universal in autism, varying across developmental and social contexts. Through a participatory research approach, autistic university students contributed to the current study examining the writing strengths and challenges of autistic (n = 25) and nonautistic (n = 25) university students. Autistic participants demonstrated more advanced writing skills, more perfectionistic attitudes about writing, and heightened nonverbal intelligence relative to nonautistic students. Autistic students did not exhibit reduced Theory of Mind skills. Although heightened nonverbal intelligence and being autistic were both initially predictive of writing quality, autism was no longer associated with writing quality after accounting for nonverbal intelligence. Findings suggest that autistic university students may often have enhanced cognitive and writing skills but may face challenges overcoming perfectionism. This research highlights the value of participatory collaborations with autistic students for identifying strengths that can help autistic students succeed in college. [For the corresponding grantee submission, see ED607171.]
An Examination of Adult Bullying in the K-12 Workplace: Implications for School Leaders
Author: Kleinheksel, Cynthia J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Elementary Secondary Education,School Personnel,Educational Policy,Personnel Policy,Interpersonal Relationship,Work Environment,Teachers,Leadership

The issue of bullying in K-12 schools usually brings images of students to mind, but a recent quantitative study of a sample from K-12 school personnel in Michigan showed that 27.8% of adults in the K-12 workplace consider themselves the target of an adult bully. This study calls for school leadership to recognize and proactively address the issue of workplace bullying in K-12 schools through policy, procedures, training, prevention, enforcement, and positive resolution to provide a safe, non-threatening environment in which to work and learn.