ethanporcaro/eric-fulltext-meta huggingface dataset:
Sustainable Language and Literacy Learning: A Critical Trace in English Language Education
Author: Aghaei, Khadijeh
Date: 2012-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Literacy Education,Sociocultural Patterns,Interdisciplinary Approach,Sustainability,Teaching Methods,Cognitive Processes

In recent years, interdisciplinary studies have become one of the most inspiring and productive of human pursuits so that it can provide a format for connections and conversations giving rise to new knowledge. Such a wedding interest has also been gleaned in issues of English in Education from New literacy perspective and emerged an overgrowing field named English language and literacy education. However, understanding of what constitutes English literacy and who is a literate person in English in the 21 century has become a complex puzzle. A paucity of an integrated pattern or more plausible definition of literacy has brought about many challenging approaches to those working in the newly- made field. Scrutinizing most approaches which have so far posed can bring them under the wing of two different views i.e. cognitive and sociocultural approaches to the language and literacy education. This explanatory study is to take into account some of the main heeds of these two general approaches. Such a task can provide a more integrated definitional pattern for all those who are in the front. It can also act as a conceptual construct for curriculum developer, teachers and all educational practitioners to move consciously in achieving a more durable learning and teaching in the educational terrain.
Using Authentic Aural Materials to Develop Listening Comprehension in the EFL Classroom
Author: Ghaderpanahi, Leila
Date: 2012-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Listening Comprehension,Aural Learning,Instructional Materials,Undergraduate Students,Females,Instructional Effectiveness,Relevance (Education),Pretests Posttests,Interviews,Questionnaires,Statistical Analysis,Foreign Countries,Observation

The purpose of this study was to examine the influences of authentic aural materials on listening ability of thirty female undergraduate psychology majors studying English as a foreign language. It basically focused on using authentic materials and real-life situations as part of the communicative approach. The results of the listening comprehension post test were compared to that of the pretest using a 2-tailed t-test (P&lt; 0.05). Analysis of the interviews and the questionnaire revealed that the use of authentic materials in the EFL classroom enhanced EFL students' listening comprehension ability. Results showed a statistically significant improvement in listening ability of the EFL students. Recommendations were offered to ease students' frustration that resulted from the speed of authentic speech. Pedagogical implications of the results were discussed along with the impact on EFL students' listening comprehension development.
Using the MoodleReader as an Extensive Reading Tool and Its Effect on Iranian EFL Students' Incidental Vocabulary Learning
Author: Alavi, Sepideh
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Incidental Learning,Vocabulary Development,Learning Strategies,English (Second Language),Second Language Learning,Regression (Statistics),Experimental Groups,Reading Processes,Second Language Instruction,Teaching Methods,Undergraduate Students,Language Tests,Correlation,Management Systems,Questionnaires,Student Attitudes,Reading Instruction,Databases

The present study focused on using the MoodleReader to promote extensive reading (ER) in an Iranian EFL context, emphasizing its effect on students' incidental vocabulary acquisition. Thirty eight Shiraz University sophomores were assigned to experimental and control groups. The experimental group used the MoodleReader for their ER program, while the control group followed the traditional ER curriculum, reading a small number of pre-assigned graded readers during the semester. Both groups were given Production and Recognition Vocabulary Levels Tests before and after the experiment. T-tests showed that using the MoodleReader improved the experimental group's incidental vocabulary acquisition, having a stronger effect on production as compared to recognition vocabulary. Linear regression analyses were also run to determine the relationship between incidental vocabulary acquisition and the learners' use of vocabulary learning strategies. The results indicated a significant relationship between the experimental group's vocabulary production and their use of vocabulary learning strategies.
The Effects of Hypertext Gloss on Comprehension and Vocabulary Retention under Incidental and Intentional Learning Conditions
Author: Zandieh, Zeinab
Date: 2012-06-00
Type: Journal Articles
Subjects: Vocabulary Development,Incidental Learning,English (Second Language),Second Language Learning,Retention (Psychology),Second Language Instruction,Hypermedia,Computer Simulation,Teaching Methods,Instructional Effectiveness,Experimental Groups,Language Tests,Computer Assisted Instruction,Reading Comprehension,Adult Students

The present study investigated comprehension, immediate and delayed vocabulary retention under incidental and intentional learning conditions via computer mediated hypertext gloss. One hundred and eighty four (N = 184) intermediate students of English as a foreign language at an English school participated in the study. They were randomly assigned to either the incidental or the intentional conditions, and received differential treatments. The participants read the same enhanced electronic text with permanently highlighted target vocabularies in the intentional condition, and temporarily highlighted target ones in the incidental condition. The target items were hyperlinked to the same textual enhancements. The results presented the strong and the weak points of the two learning conditions with regards to immediate and delayed retention; as the intentional modality enhanced immediate gain and the incidental one facilitated retention. Consequently, it is recommended that both methods of vocabulary learning can be implemented jointly in a virtual Learning environment in order to improve comprehension and vocabulary retention.
Effects of Lexical Modification on Incidental Vocabulary Acquisition of Iranian EFL Students
Author: Negari, Giti Mousapour
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Incidental Learning,English (Second Language),Second Language Learning,Statistical Analysis,Language Tests,Second Language Instruction,Linguistic Input,Linguistic Theory,Undergraduate Students,Majors (Students),Prior Learning

The present article reports on the results of a study designed to investigate the effects of two types of lexical modification i.e., lexical simplification and elaboration, on incidental vocabulary acquisition of Iranian EFL learners.To this end, four versions of experimental texts containing 20 target words were created: baseline and simplified versions, as well as elaborated version with two types, i.e., parenthetical elaborated and non-parenthetical elaborated version. ANOVA and Post Hoc analysis were run in order to analyze data obtained from 80 EFL students. Results of two immediate surprise tests, i.e., form recognition test and meaning production test measuring incidental vocabulary learning from modified target words revealed that (a) lexical simplification did not result in incidental vocabulary acquisition (b) both parenthetical and non-parenthetical elaboration were conducive to incidental vocabulary acquisition and (c) comparatively, parenthetical elaborated group outperformed non-parenthetical elaborated group on two incidental vocabulary measures.
A Corpus-Based Study of the Infinitive Errors Made by Chinese College Students
Author: Xia, Lixin
Date: 2012-06-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Error Analysis (Language),Asians,Classification,College Students,Verbs,Morphemes,Interlanguage,Foreign Countries

The paper discusses the infinitive errors made by Chinese college students. From the CLEC, all infinitive errors tagged as [vp5] are collected, and then the general distribution of the errors among 4 groups of college students is shown. Moreover, these errors are classified into 12 categories according to the characteristics of the usage. After manual classification, we can see the main distribution features of these errors clearly. The most common infinitive errors fall into the category of &quot;doing?do&quot;, i.e. misuses of a gerund where a base verb should be used. It is surprised to find that the category of &quot;do?did/done&quot; ranks the second in the number of errors in the CLEC in which case Chinese learners use the structure of &quot;to + the past tense or past participle of a verb&quot; in their written works. Finally, possible causes of these errors are given and ways to avoid them are suggested.
Exploring When and Why to Use Arabic in the Saudi Arabian EFL Classroom: Viewing L1 Use as Eclectic Technique
Author: Khresheh, Asim
Date: 2012-06-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Second Language Instruction,English (Second Language),Grammar,Foreign Countries,Native Language,Language Usage,Teaching Methods,Translation,Learning Strategies,Advanced Students,Religious Factors,Cultural Traits,Code Switching (Language),College Students,Bilingualism,Males,Observation,Structured Interviews

This study aims to investigate when and why to use Arabic as L1 in the Saudi Arabian EFL classroom. For this purpose, 45 classroom observations were performed for beginning, intermediate, and advanced levels of students. 5 classes were chosen randomly for each level and each class was observed three times. Based on the classroom observations, structured interviews were conducted with 94 students as well as 15 teachers. Analysis of the data shows that Arabic can be used as eclectic technique in certain instances regardless of what teaching method is employed. For example, teachers sometimes used it as long as they talk in English for a long time so as to avoid as grammatical mistakes as possible. This reflects the teachers' cultural norm, namely, it is shameful to commit mistakes in front of the students. In addition, it is apparent that learners follow certain language strategies such as literal translation and substitution. Despite the use of these strategies, L2 speech produced by some learners is sometimes difficult to understand because of their bad command in English particularly at the beginning and intermediate level. Thus, the teachers or the learners resort to use Arabic forms or translation as a way to explain what wanted to be conveyed in English. Besides, Arabic is used when students are not able to express difficult L2 constructions at time they could not be disallowed to use Arabic counterparts as they are dynamic individuals. On the contrary, some advanced students insist to use specific Arabic concepts although they can translate them into English because, as they believed, such concepts miss their cultural and religious value if translated.
Analysis of Idiom Variation in the Framework of Linguistic Subjectivity
Author: Liu, Zhengyuan
Date: 2012-06-00
Type: Journal Articles
Subjects: Figurative Language,Guidelines,Grammar,Language Usage,Philosophy,Cultural Differences,Foreign Countries,Language Variation,Language Research

Idiom variation is a ubiquitous linguistic phenomenon which has raised a lot of research questions. The past approach was either formal or functional. Both of them did not pay much attention to cognitive factors of language users. By putting idiom variation in the framework of linguistic subjectivity, we have offered a new perspective in the studying idiom variation by giving due consideration to the cognitive factors underlying the use of idiom. As a grammatical unit with idiosyncratic features, idiom is pervasive in language and it performs special function. Variation of idiom performs pragmatic functions by conveying extra meaning. There are underlying cognitive motivation for idiom variation. By putting idiom in the theoretic framework of linguistic subjectivity, we can say that idiom variation can be regarded as the results of people's subjective choice to achieve the expression of people's stance and affect.
Facilitating Autonomy and Creativity in Second Language Learning through Cyber-Tasks, Hyperlinks and Net-Surfing
Author: Akinwamide, T. K.
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Information Technology,Educational Technology,Creativity,Computer Uses in Education,Language Teachers,Reading Skills,Listening Skills,Radio,Audio Equipment,Computer Simulation,Technological Advancement,Word Processing,Projection Equipment,Barriers

The digitalization of academic interactions and collaborations in this present technologically conscious world is making collaborations between technology and pedagogy in the teaching and learning processes to display logical and systematic reasoning rather than the usual stereotyped informed decisions. This simply means, pedagogically, learning is being revolutionized with visible transformation from quantity to higher quality. Through independent, self-paced learning; students interact with technologies to review, construct, analyze, and make submissions. It is to be noted that the inclusion of information and communication technology (ICT) into Language education gives vent to new learning paradigms in language education and this in a way concomitantly redefines the role of the teacher as well as repositions the cognition level of the learners. This paper therefore intents to beam searchlight on possible strategy for achieving autonomy in second language learning through digitalization. It is to be noted that the challenges of second language learners may not be resolved totally in the language classroom, hence there is the need for the teacher to become a facilitator thereby paving way for students' self- discovery through different cyber-tasks and navigating system inherent in this computer infested world. This paper therefore displays a phase of digitalized pedagogy in the language classroom.
Comparing PETS and GEPT in China and Taiwan
Author: Wu, Mei
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Test Items,Language Tests,Comparative Analysis,Scoring

This paper compares the Public English Test System (PETS) administered in mainland, China and the General English Proficiency Test (GEPT) administered in Taiwan, from the aspects of test levels, test contents and scoring weight. Compared with the PETS, the GEPT is found to value the English productive skills more, and have a greater ability to discriminate the beginner or intermediate learners from the advanced learners.
How to Teach Phrasal Verbs
Author: Mart, Cagri Tugrul
Date: 2012-06-00
Type: Journal Articles
Subjects: Verbs,Phrase Structure,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction

Teaching phrasal verbs is a difficult area. Many a study has proved that contextualization has an important positive effect on the ability of the students to decipher the correct meaning of a phrasal verb. In this article you will read some useful approaches to the presentation of phrasal verbs through context to improve the students' level of understanding. This article also suggests some other useful tips for teaching phrasal verbs.
Effect of Teacher's Qualification on the Performance of Senior Secondary School Physics Students: Implication on Technology in Nigeria
Author: Owolabi, Olabode Thomas
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Qualifications,Teacher Influence,Secondary School Teachers,Science Teachers,Physics,Secondary School Students,Science Achievement,Secondary School Science,Student Surveys,Comparative Analysis,Gender Differences,Experienced Teachers

The study examined the effect of teacher's qualification on the performance of Senior Secondary School students in Physics. The purpose was to determine whether the status of the teacher has any impact on the performance of the students in Physics. The survey type of descriptive research design was adopted. The sample for the study consisted of 100 Senior Secondary Schools Physics students in Ekiti State and the teachers that prepared and presented the students in each school for 2009/2010 West African School Certificate Examination. The year's result summary for each school was collated with the bio-data of their respective Physics teachers. Four hypotheses were postulated and tested at 0.05 significance level. The data collated were analysed using inferential statistics. The results revealed that students taught by teachers with higher qualifications performed better than those taught by teachers with lower qualifications. It was also showed that students performed better in physics when taught by professional teachers. The result also showed that teacher's gender has no effect on their ability to impact knowledge on the students, much as he/she is a skilled teacher in that field of study. However, the experience of the teacher is significant at impacting the students' academic performance in Physics. Based on the findings, it was recommended that experienced teachers with professional qualifications in higher level should teach Physics at the certificate class.
English-for-Science-and-Technology Teaching Materials: Phase One Evaluation
Author: Liao, Hui-Chuan
Date: 2012-06-00
Type: Journal Articles
Subjects: English for Science and Technology,Instructional Materials,Second Language Instruction,Instructional Material Evaluation,College Students,Engineering Education,Majors (Students),Foreign Countries,Student Attitudes,Questionnaires,Focus Groups,Interviews

The importance of English for the workplace, in addition to that of general English proficiency, is receiving increasing attention from educators and policy makers in the field of teaching English as a foreign language. In order to prepare college students for their professional development, appropriate English-for-specific-purposes (ESP) materials, including those for engineering majors, are needed for college courses. This study evaluated teaching materials on English for Science and Technology (EST), in hope of making contributions to the growth of EST materials that meet the educational needs of students in Taiwan. The EST materials were designed for college engineering majors. In the present study, it was used with two engineering junior classes in Taiwan for three weeks. After the trial teaching period, a questionnaire and a focus group interview were administered to collect learner perception on the EST materials. While the overall results of the questionnaire have indicated a positive attitude toward the materials, a careful examination of the statistics and further exploration of the interview data have revealed certain areas of the materials to be improved. Suggestions to the revision of the materials are provided at the end of the paper.
A Probe into the Main Demotivating Factors among Iranian EFL Learners
Author: Alavinia, Parviz
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Student Motivation,High School Students,Likert Scales,Student Experience,English Teachers,Secondary School Teachers,Statistical Analysis,Questionnaires,Teacher Characteristics,Teacher Behavior,Academic Failure,Teaching Methods,Instructional Materials,Course Content,Educational Environment,Student Characteristics,Success,Student Attitudes,Influences

Only quite recently has the concept of demotivation (as a partially neglected facet of motivationally-oriented investigations) come to the foreground of attention of researchers and educationalists interested in psycho-affective foundations of learning. Though literature on psycholinguistic underpinnings of learning is laden with varied probes into different pedagogical aspects of motivation, and thereby lack of it, studies directly attending to the notion of demotivation still suffer from a considerable paucity. Thus, faced with the above-said dearth of research on demotivating elements and their repercussions for didactics, the researchers in the current study set out for a partially full-fledged journey through the main underlying reasons for the learners' lack of motivation for learning English as a foreign language, particularly in the context of Iranian high schools. To come up with satisfactory answers to and justifications for the major research questions of the study, which tried to grapple with the demotivational bases of learning among Iranian EFL high school learners, a sample of 165 students from Maragheh (a city in East Azerbaijan, Iran) Nemouneh High School were selected as the participants of the study. The process of data collection was mainly carried out through the administration of a 50-item Likert scale demotivational questionnaire, which mostly centered around the learners' negative experiences of learning English as a foreign language. As a complementary phase to the current study, the English teachers instructing in the said high school were also involved in the course of data collection, through providing answers to an open-ended question concerning their experience of demotivating factors. Successive to the collection of data, several statistical procedures including one-way ANOVAs and chi-squares were run to analyze the learners' responses to the questionnaire items. The findings of the study, in brief, revealed no significant difference among the classes, except for the items related to the effect of teacher's personality and behavior, learners' experience of failure and learners' lack of success. The results also pointed to no significant differences among majors with the exception of the items attending to the effect of teacher's personality and behavior as well as the learners' experience of failure.
Online Social Networking: Usage in Adolescents
Author: Raju, Nevil Johnson
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Networks,Social Media,Addictive Behavior,Questionnaires,Student Attitudes,Undergraduate Students,Foreign Countries,Statistical Analysis,Time Management,Indians

Online social networking (OSN) has played a significant role on the relationship among college students. It is becoming a popular medium for socializing online and tools to facilitate friendship. Young adults and adolescents are the most prolific users of OSN sites. The frequent use of OSN sites results in addiction toward these sites and simultaneously influence students' daily life at large. The purpose of this study was to investigate the extent of usage of OSN sites by students of professional colleges in terms of duration and dependency and to find out the association of selected variables with OSN usage. A questionnaire was used to explore this issue and 350 college students participated in the survey. The findings revealed that most of the students logged in to OSN sites for more than 30 minutes a day and many of the students were dependent on these sites.