ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Yemeni EFL Learners&apos; Low Listening Proficiency on Their Performance in the TOEFL IBT Integrated Test of Writing
Author: Alrefaee, Sara
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Listening Skills,Language Tests,Writing Tests,Language Proficiency,Scores,Listening Comprehension,Training,College Seniors

This study attempts to investigate the relationship between students' weakness in listening skill and its effect on their performance in the TOEFL IBT integrated task of writing. It also investigates the balance among the students' four language skills. The participants of the study are senior students of Rada'a Education College of Albaydaa University, Yemen. Thirty learners are systematically chosen. They are given an integrated task of writing taken from TOEFL IBT and an independent writing task. The analysis of the data revealed that the scores obtained in the writing task based on listening were very low, if compared with the scores obtained in the independent writing task. It showed that the lower performance of the students in the integrated task is not also attributed to students' reading or grammatical and lexical weakness, rather, it is due to the students' listening problems since most of the words given in the listening passage are familiar to the students. The findings revealed that the students' poor listening comprehension is merely a reflection of what they were taught. They have almost received no training in listening if compared with other courses of reading, writing and grammar.
Teaching Literacy through Play: Perspective from Filipino Early Childhood Teachers
Author: Omaga, Jervil Formilleza
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy Education,Play,Teaching Methods,Early Childhood Teachers,Teacher Attitudes,Child Development,Knowledge Base for Teaching,Discovery Learning,Music,Drama

The role of play is critical to the learning process in early childhood education settings. International researches indicate the advancement of children's learning when engaged in active play. However, little research has been conducted in Philippine settings on the use of play in teaching literacy in early childhood education classrooms. This small qualitative study explored teachers' conceptualizations of play in the literacy teaching and learning process. The study addressed two research questions: what are the perceptions of early childhood educators in regard to the use of play as a medium of delivering instruction to advance literacy? And what kinds of plays do teachers think are suited to advancing literacy? Data was obtained through five (5) one-on-one, one-hour in-depth interviews from teachers in two early childhood education institutions. Analysis of the data revealed that teachers agree on using play as a tool in teaching literacy concepts. Furthermore, different kinds of play were enumerated addressing the different aspects of children's development. These teachers showed the use of play in their current approach in teaching, showed knowledge in play with literacy and development and different kinds of play used in their classroom.
Learning Languages in a Digital World. Selected Papers from the 2007 Central States Conference
Author: Moeller, Aleidine J., Ed.
Date: 2007-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Information Technology,Teacher Education,Cultural Awareness,Technology Integration,Change Agents,Educational Improvement,Internet,Computer Software,Audio Equipment,Case Studies,Faculty Development,Language Teachers,Educational Change,Teacher Role,Teacher Educators,Teacher Attitudes,Teaching Methods,Immersion Programs,Elementary School Teachers,Video Technology,Japanese,Electronic Mail,Intercultural Communication,French,Foreign Countries,Action Research,Self Efficacy,Self Evaluation (Individuals),Teacher Certification

The title of this volume, &quot;Learning Languages in the Digital Age,&quot; focuses on the integration of technology to promote authentic and interactive communication within and outside the walls of the language classroom. Major innovations have shifted Internet use from a consumer to a participatory model; that is, previously, Internet users were placed in the role of consumers who had access to materials and information (this phase of Internet integration is commonly referred to as Web 1.0). Now Internet users can become producers of resources themselves (Web 2.0 is a term used to describe this shift in Internet use from a consumer model to a participatory model). While traditional consumer and communication applications continue, widespread participation as producers of resources has jumped dramatically. Blogging, podcasting, Wikis, and other forms of democratized media are all examples of applications that promise to challenge traditional systems and roles and to enhance the nature of language teaching and learning. This shift from consumer to producer allows language learners to take a more active role in the learning process, participate in authentic communication and create products that can serve as authentic assessment of language production. This volume provides the theoretical foundation for effective language teaching and learning while providing practical applications for the language classroom. Each of the three sections represents an important aspect of language education designed to promote best practices and to increase student achievement: (1) Embracing Technology: Tools Teachers Can Use to Improve Language Learning; (2) Teacher Education and Professional Development: Agents of Change; and (3) Teaching Culture through Divergent Paths.
Pre-Exit ELL Student Performance: English STAAR, Stanford, &amp; TELPAS, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-09-27
Type: Reports - Research
Subjects: Achievement Tests,Standardized Tests,School Districts,Bilingual Education,Bilingual Students,Language of Instruction,English Language Learners,Academic Achievement,Program Effectiveness,Language Proficiency,Developmental Studies Programs,Spanish Speaking,Grade 4,Grade 5,Grade 6,Elementary Secondary Education,Reading Achievement,Writing Achievement,Science Achievement,Mathematics Achievement,Elementary School Students,Middle School Students

The Houston Independent School District offered five different bilingual programs for language minority students during the 2012-2013 school year. In the Pre-Exit phase of bilingual education, students transition to a predominantly English-language instruction program in core subject areas. This report summarizes the performance of students who were in the pre-exit phase of the district's bilingual programs during the 2012-2013 school year. Included in this report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), Stanford 10, and the Texas English Language Proficiency Assessment System (TELPAS).
Pre-Exit ELL Student Performance: English STAAR, Stanford, and TELPAS, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-10-31
Type: Reports - Research
Subjects: Achievement Tests,Standardized Tests,School Districts,Bilingual Education,Bilingual Students,Language of Instruction,English Language Learners,Academic Achievement,Program Effectiveness,Language Proficiency,Developmental Studies Programs,Spanish Speaking,Grade 4,Grade 5,Elementary Secondary Education,Reading Achievement,Writing Achievement,Science Achievement,Mathematics Achievement,Elementary School Students,Grade 3

The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English-language learners (ELLs). In both programs, students may transition into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction is used in core subject areas. This report summarizes the performance of students who were in the pre-exit phase of the district's bilingual programs during the 2013-2014 school year. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), Stanford 10, and the Texas English Language Proficiency Assessment System (TELPAS).
Whole-Brain Art Education: Exploring Strategies to Increase Executive Function Skills and Promote Self-Regulatory Behaviors in Elementary Art Students
Author: Sakowski, Kathryn
Date: 2019-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Executive Function,Art Education,Elementary School Students,Student Behavior,Grade 5,Self Management,Metacognition,Active Learning,Student Projects,Goal Orientation,Student Motivation,Ownership,Planning,Scaffolding (Teaching Technique),Cognitive Structures

Executive function (EF) skills are cognitive processes that include goal setting, organizing, prioritizing, flexibly shifting attention, accessing working memory, and self-monitoring behavior and progress (Meltzer, 2018). These skills are integral in promoting students' ability to self-regulate their learning, solve problems, and work independently. This study includes data collected from six students in a 5th-grade art class setting. An emphasis on building EF skills in early adolescent learners was applied in order to address diminished engagement, limited problem-solving skills, and lack of ownership. This study emphasizes the process of artistic creation and asks students to set a personal intention for each class to highlight the practice of planning and goal setting in art-making. Data for this study was collected through audio-recorded and transcribed individual and group interviews, written self-report rating scales, goal setting worksheets, and photographs of student work. Students were also asked to participate in metacognitive reflections at several stages of their design process to record changes in student disposition toward their ability and toward the importance of EF strategies to their work habits. These strategies were implemented and examined to determine how the introduction, utilization, and scaffolding of EF strategies could influence motivation, shape a growth mindset mentality, and help students begin self-regulating their learning in an elementary art class.
Is Form-Focused Instruction Really a Waste of Time? A Review of Past Mistakes and Future Possibilities through the Analysis of Input Enhancement
Author: Schenck, Andrew
Date: 2019-00-00
Type: Journal Articles
Subjects: Grammar,Linguistic Input,Language Proficiency,Teaching Methods,Comparative Analysis,Writing Instruction,Accuracy,Morphology (Languages),Syntax,Reading Processes,English (Second Language),Foreign Countries,Language Processing,College Students,Guidelines,Rating Scales,Language Tests,Second Language Learning,Writing Evaluation

When viewed through a generic, one-size-fits-all perspective, use of input enhancement does not appear effective. Through analysis of individual grammatical features and different learner proficiency levels, a significant impact may be revealed. To study the impact of input enhancement on diverse grammatical features, 16 short reading texts and writing activities (both timed) were given to a treatment group (n = 11) and control group (n = 9). While results suggest that average grammatical accuracy of the treatment group did not significantly differ from that of the control group (U = 11559.00; p = 0.30), input enhancement on individual morphosyntactic features yielded a significant result for the plural-s feature at (U = 122.50; p = 0.04). In addition to this less salient, redundant feature, input enhancement at specific proficiency levels appears to promote learner accuracy for some grammatical features. At CEFR level B1, for example, learners benefited most from input enhancement of grammatical features at intermediary stages of the Processability and Natural Orders of acquisition. Tailoring emphasis of grammatical features to learner proficiency during the communication process may foster greater accuracy.
Pre-Exit ELL Student Performance: English STAAR, Iowa Assessments, and TELPAS, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-09-30
Type: Reports - Research
Subjects: Achievement Tests,Standardized Tests,School Districts,Bilingual Education,Bilingual Students,Language of Instruction,English Language Learners,Academic Achievement,Program Effectiveness,Language Proficiency,Developmental Studies Programs,Spanish Speaking,Grade 4,Grade 5,Elementary Secondary Education,Reading Achievement,Writing Achievement,Science Achievement,Mathematics Achievement,Elementary School Students,Middle School Students,Grade 3

The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English-language learners (ELLs). In both programs, students may transition into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction is used in core subject areas. This report summarizes the performance of students who were in the pre-exit phase of the district's bilingual programs during the 2014-2015 school year. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), Iowa Assessments, and the Texas English Language Proficiency Assessment System (TELPAS).
Pre-Exit ELL Student Performance: English STAAR and TELPAS, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-09-27
Type: Reports - Research
Subjects: Achievement Tests,Standardized Tests,School Districts,Bilingual Education,Bilingual Students,Language of Instruction,English Language Learners,Academic Achievement,Program Effectiveness,Language Proficiency,Developmental Studies Programs,Spanish Speaking,Grade 4,Grade 5,Elementary Secondary Education,Reading Achievement,Writing Achievement,Science Achievement,Mathematics Achievement,Elementary School Students,Grade 3

The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English-language learners (ELLs). In both programs, students may transition into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction is used in core subject areas. This report summarizes the performance of students who were in the pre-exit phase of the district's bilingual programs during the 2015-2016 school year. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR) and the Texas English Language Proficiency Assessment System (TELPAS).
All Aboard the 21st Century Express! Selected Papers from the 2011 Central States Conference
Author: Sildus, Tatiana, Ed.
Date: 2011-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,21st Century Skills,Teaching Methods,Standards,Oral Language,Written Language,Drama,Grammar,Task Analysis,Altruism,Cultural Awareness,Music,Portfolios (Background Materials),Performance Based Assessment,Study Abroad,Student Interests,Faculty Development,Teacher Workshops,Language Teachers,Elementary Secondary Education,Kindergarten,College Faculty,Alternative Assessment,Travel,Educational Opportunities

The 2011 Central States Conference on the Teaching of Foreign Languages, a joint conference with the Indiana Foreign Language Teachers Association, focused on trends, innovations, and national programs that are picking up steam as the first decade of the twenty-first century ends. Several innovations have the potential to unify world language goals with universal educational goals. The Partnership for 21st Century Skills, newly organized pathways in Career and Technical Education, and the adoption of national Common Core standards are just a few such initiatives that are building steam. At the 2011 conference, more than 165 workshop and session presenters brought information and expertise from across 17 states and across the nation to enlighten conference attendees. Trends and innovations on the themes of assessments, activities and strategies, technology, and the teaching of culture were especially well represented. This volume examines the ways of approaching language instruction with the new generation of students in mind and creating more learning opportunities to promote the acquisition of the twenty-first century knowledge and skills.
Pre-Exit ELL Student Performance: English STAAR and TELPAS, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-09-11
Type: Reports - Research
Subjects: Achievement Tests,Standardized Tests,School Districts,Bilingual Education,Bilingual Students,Language of Instruction,English Language Learners,Academic Achievement,Program Effectiveness,Language Proficiency,Developmental Studies Programs,Spanish Speaking,Grade 4,Grade 5,Elementary Secondary Education,Reading Achievement,Writing Achievement,Science Achievement,Mathematics Achievement,Elementary School Students,Grade 3

English Language Learner (ELL) students in the district's two main bilingual programs (Transitional and Dual Language) are instructed in both English and Spanish. The relative amount of instruction in each language depends on both program and grade level. Students in the Transitional Bilingual Program have the option of entering a pre-exit phase or strand in grades 3 or 4 as long as certain criteria are met. In this phase, English instruction is emphasized while introduction and reinforcement of new concepts are done in the primary language. This report summarizes data from ELLs who are in the pre-exit phase of the district's Transitional Bilingual Program (grades 3 through 5). Included in this report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR) and the Texas English Language Proficiency Assessment System (TELPAS).
Pre-Exit English Learner Student Performance: English STAAR and TELPAS, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-10-23
Type: Reports - Research
Subjects: Achievement Tests,Standardized Tests,School Districts,Bilingual Education,Bilingual Students,Language of Instruction,English Language Learners,Academic Achievement,Program Effectiveness,Language Proficiency,Developmental Studies Programs,Spanish Speaking,Grade 4,Grade 5,Elementary Secondary Education,Reading Achievement,Writing Achievement,Science Achievement,Mathematics Achievement,Elementary School Students,Grade 3

The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English learners (ELs). In the Transitional Bilingual program (TBP), students may move into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction is used in core subject areas. This report summarizes the performance of students who were in the pre-exit phase of the district's Transitional Bilingual program during the 2017-2018 school year. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR) and the Texas English Language Proficiency Assessment System (TELPAS).
Breaking Barriers, Building Bridges, Promoting Performance. Selected Papers from the 2019 Central States Conference on the Teaching of Foreign Languages
Author: Burke, Brigid M., Ed.
Date: 2019-00-00
Type: Collected Works - Proceedings
Subjects: Barriers,Second Language Learning,Second Language Instruction,Teaching Methods,Workshops,Task Analysis,Technology Integration,Multimedia Instruction,Information Technology,Student Teaching,Teaching Experience,Practicums,Learner Engagement,Chinese,Immersion Programs,Middle School Students,High School Students,Second Language Programs,Interpersonal Communication,Language Teachers

The 2019 Central States Conference on the Teaching of Foreign Languages (CSCTFL), held in conjunction with the Ohio Foreign Language Association (OFLA), was held at the Hilton Downtown Columbus from March 14-16, 2019. In accordance with the goals set forth by the founders of CSCTFL, the 2019 conference endeavored &quot;to support language teachers and to advance the study of foreign languages.&quot; The conference theme &quot;Breaking Barriers, Building Bridges, Promoting Performance&quot; inspired presenters of 27 workshops and over 200 sessions to focus on three areas: breaking barriers to learning languages, building bridges to new teaching practices and cultures, and promoting and improving student and teacher performance both within and beyond classrooms. A wide variety of sessions and workshop topics offered ideas for infusing world language instruction with music, art, film, literature, technology, current events and much more. Participants explored innovative techniques that integrated technology to enhance student learning. World language educators discovered strategies to engage students to help them take control of their learning. The authors of this year's volume focus on making the U.S. exceptional through language immersion programs, interactive digital technology tools, cross-district and multi-grade collaboration, task-based integrative curriculum and instruction, and more careful mentoring of pre-service teachers during their student teaching practicum.