ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Washback Effects on Teaching: A Case Study of an Exit Examination at the Higher Education Level
Author: Athiworakun, Chuenjit
Date: 2022-00-00
Type: Journal Articles
Subjects: Context Effect,Learning,High Stakes Tests,English (Second Language),Second Language Learning,Language Tests,Foreign Countries,Undergraduate Students,Exit Examinations,Language Teachers,Teacher Attitudes,College Faculty

In Thai contexts, studies on washback effects of high-stakes tests have been investigated extensively at the high school level. However, little is known about the occurrence of washback effects of high-stakes tests on teaching at the higher education level. This study aimed to investigate the washback effects of the Srinakharinwirot University Standardized English Test (SWU-SET), which is implemented as an exit examination for undergraduate students at a Thai public university in Thailand, on teaching English. The research question was: What are the washback effects of the SWU-SET on teaching? A mixed-methods design was employed to answer the research question. In total, 25 university teachers completed the teacher questionnaire, five of whom were purposively selected to be the informants. The main findings show that the SWU-SET induced the teachers to put their effort into helping students achieve the course objectives and the test objectives. The findings reveal that the SWU-SET and its underlying concept allowed the teachers to make connections between teaching, learning, and assessment. This study suggests that teachers should be aware of the importance of making connections between curriculum, teaching, learning, and tests in their teaching routines. [Note: The publication month range (Jan-Jun) shown on the PDF is incorrect. The correct month range of publication is Jul-Dec. The page range (776-801) shown on the PDF is incorrect. The correct page range for this article should be p776-800.]
&quot;It&apos;s Frustrating&quot;: EFL Novice Teachers&apos; Emotional Experiences in Online Teaching during the COVID-19 Pandemic
Author: Santihastuti, Asih
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Teachers,COVID-19,Pandemics,Teacher Attitudes,Electronic Learning,Psychological Patterns,Student Behavior,Educational Resources,Time Management,Well Being,Coping,Secondary School Teachers,Foreign Countries,Novices

Abrupt changes in the mode of instruction due to the COVID-19 pandemic have caused teachers to experience different demands and situations in their jobs. These changes have brought about emotional experiences that teachers have to tackle. This study aimed to explore how teachers have been emotionally affected and have regulated their emotions during online teaching. Two EFL novice teachers participated in this study and were requested to elaborate their emotional experiences and emotional labor strategies through reflective journals and in-depth interviews. Findings reveal students' misbehaviors, unequal distribution of resources, and time management, largely attributed to the teachers' emotional labor. These experiences made teachers feel frustrated, angry, and sometimes anxious that they needed to control their emotions in the best interests of their students, classes, and well-being. To cope with these emotions, the teachers employed such emotional labor strategies as surface acting, deep acting, and genuine expressing to better manage their emotional labor. The findings imply the needs to build up awareness in the teacher education program to address issues related to teachers' emotional labor and cater for the inquiry of emotional regulation strategies in the programs.
Linguistic Oddness in Philippine Suicide Notes: A Forensic Discourse Analysis
Author: Rayon, Leo D., Jr.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Suicide,Letters (Correspondence),Language Usage,Discourse Analysis,Text Structure,English,Indonesian Languages,Psychological Patterns,Logical Thinking

The increasing interest that the phenomenon of suicide gained across research disciplines has stimulated diverse research perspectives on how to examine the language of suicide embedded in suicide notes to characterize the consistent and prevalent linguistic structures and attitudes of suicide-attempters and completers. This study aimed to describe and examine the anatomical oddness features and structures of suicide notes written by Filipino suicide-completers. As qualitative research, this study employed forensic discourse analysis as a method of analysis through Shapero's (2011) linguistic oddness framework. This study analyzed 59 genuine suicide notes written in English and Filipino languages. The findings revealed that Filipino note-writers hovered on melodramatic emotions, inconsistencies in logic and naming references, incorrect spellings, the vagueness of details, and repetition of overly stated thoughts or ideas which projected awkwardness, inappropriateness, and oddness in the suicide structure. The study recommends embarking on larger Filipino suicide corpora for a broader scope and interpretation and typify characteristics of suicide notes written in the English language from the suicide notes written in the Filipino language.
Learning in the Virtual Environment: Instructors&apos; Strategies in Enhancing Interaction in ESL Online Classes
Author: Ariffin, Kamisah
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Classroom Environment,Teaching Methods,Computer Mediated Communication,Educational Strategies,Language Teachers,State Universities,Student Needs,Thinking Skills,Academic Achievement,Beginning Teachers,Experienced Teachers,Comparative Analysis,Teacher Student Relationship,Interaction,COVID-19,Pandemics

The common features attributed to face-to-face classroom are rather difficult to emulate in a virtual learning environment. This is because participants may not feel obligated to participate when they do not see each other physically. This study examined the instructors' strategies in fostering interaction in their online classes. Using the Classroom Assessment Scoring System (CLASS) as a framework for investigation, the study observed recorded ESL classes under the three domains of interactions between instructors and learners, that is, emotional support, classroom organization and instructional support. This is a qualitative study and therefore, for the purpose of data collection, 6 English Language classes which were carried out virtually from a public university were recorded during lectures for 6 weeks to observe both instructors and learners. The findings indicate that all the three domains of interactions were related and essential since virtual classrooms were still new not only to students, but also the instructors. The findings also found evidence that classrooms categorized by a positive emotional climate with sensitivity to the needs of the learners, usage of engaging instructional learning formats and at the same time emphasized on higher order thinking skills were all associated to learners' achievement. It is hoped that the findings can contribute to the pedagogical techniques for enhancing interactions in online learning environment.
Expatriate Native English Speaking Lecturers in a Thai University Context: Privileged or Underemployed?
Author: Mongkolhutthi, Preechaya
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Native Speakers,English,Foreign Workers,Place of Residence,Work Environment,Social Support Groups,Underemployment,Teaching Conditions,Administrator Attitudes,Teacher Attitudes,Language Teachers,English (Second Language)

This case study explores the working condition of expatriate native English speaker lecturers at a higher educational institution in Thailand regarding the extent of their workplace support and how they perceive the support given. Primary and secondary data from expatriate lecturers (n=8) and administrators of the context (n=4) demonstrate that being an ideal model for language production does not always make native English speaker lecturers a more privileged professional group than non-native speakers. The findings also point to the risk of their underemployment in three aspects: quality of their professional learning and teaching, support system, and sustainability. The expatriate participants reveal that the potential underemployed work conditions are in line with their expectations. It could be concluded that it is not only the policies that determine the working conditions and the lecturers' opportunities for involvement in the organization's policy consideration but also the lecturers who have chosen to disengage.
Key Defining Linguistic Features in the Writing Performance of First-Year University Students across Different Language Proficiency Levels
Author: Charnchairerk, Chalatip
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Achievement,College Freshmen,Language Proficiency,Knowledge Level,Sentence Structure,Vocabulary Skills,Second Language Learning,Foreign Countries,English (Second Language)

This study sought to investigate the key determining characteristics in the writing performance of first-year Chulalongkorn University students across language proficiency levels as measured by CU-TEP. The focus was on both syntactic and lexical complexity components. The sample comprised the writings from a corpus of 4,812 first-year students divided into four CEFR levels (C1, B2, B1, and A2), using CU-TEP and corresponding CEFR levels as the strata. The sample size of all four groups was identical comprising 50 students each, totaling 200 students. Multiple computational tools were utilized for data analysis. The findings revealed that the distinctive features typifying the most proficient writers include the production of longer as well as more clausally and phrasally complex sentences. They also demonstrated high lexical richness through the use of wide-ranging vocabulary and rare or sophisticated academic words. These features were also discovered in other less proficient groups but to a lesser extent at decreasing proficiency levels. It was also found that the syntactic complexity measures that better differentiated proficiency levels were: mean length of sentence, mean length of T-unit, and mean length of clause while all three lexical complexity indices were proven to be good predictors of L2 writing quality. [Note: The publication month range (Jan-Jun) shown on the PDF is incorrect. The correct month range of publication is Jul-Dec.]
Nonnative English Speaking Teachers Who Are Foreign Nationals in South Korea and Japan: A Continuing Struggle for Inclusion
Author: Lee, Kilryoung
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Foreign Nationals,Foreign Workers,Teacher Competencies,Language Proficiency,Cultural Differences,Foreign Countries,Teacher Characteristics,Social Bias,Public Opinion

It is widely considered that native English speaking teachers (NESTs) are more suitable to teach nonnative students than nonnative English speaking teachers (NNESTs). When it comes to NNESTs in an EFL setting, most are local nationals (LNNESTs). However, it should be noted that there is also a group of NNESTs who are foreign nationals (FNNESTs). Compared with LNNESTs, FNNESTs have the additional concept of 'foreign', which leads people to think that these teachers may neither show authentic proficiency of English nor understand the native language of the country. Thus, FNNESTs are often considered to be much less suitable to teach nonnative students than LNNESTs. There have been few studies focusing on FNNESTs. In this study, two studies of FNNESTs in Korea and Japan respectively were reviewed and compared. The two countries have almost the same perception about FNNESTs even though there is a slightly different point in the policy toward FNNESTs between the two countries. It was found that NESTs were perceived as the ideal model and FNNESTs were unfairly and/or discriminatively treated in both countries, a situation which could damage their identity as teachers.
Exploring Mathematics Teachers&apos; Technology Integration Self-Efficacy and Influencing Factors
Author: Njiku, Joseph
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Technology Integration,Self Efficacy,Foreign Countries,Sex,Teacher Education,Professional Development,Demography,Secondary School Teachers,Academic Achievement

This study explores the level of mathematics teachers' technology integration self-efficacy and the extent to which some background variables influence this self-efficacy. The study adopted a survey design and collected data from 125 mathematics teachers in Dar es Salaam, Tanzania. Data analysis was done using a t-test, effect size, and one-way between-groups ANOVA. Teachers were found to have a moderate level of self-efficacy. Furthermore, findings suggest that gender and teacher training in technology integration both in college training and as part of professional development are important in influencing teachers' self-efficacy in teaching with technology. The study recommends technology integration and gender to be mainstreamed in teacher education in order to develop self-efficacy in technology use.
Oxford&apos;s Strategy Inventory for Language Learning: English Learning of Chinese Students in Thai University
Author: Zou, Bijiang
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Measures (Individuals),Second Language Learning,English (Second Language),Second Language Instruction,Language Proficiency,Student Attitudes,Undergraduate Students,Asians,Metacognition,Cognitive Processes,Affective Behavior,Memory,Foreign Students,Foreign Countries,Correlation

This study aimed to explore Chinese students' application of Oxford's Strategy Inventory for Language Learning (SILL) in learning English, to investigate differences in English language learning strategies among students at different levels of English proficiency, and to report their perception of English learning through a semi-structured interview in the cross-cultural context in Thailand. The study combined quantitative data of questionnaires completed by a survey group of 244 Chinese students at a university in Thailand, and qualitative data from a semi-structured interview of 10 students from the same group. The results showed that Chinese students generally had a high level of engagement in SILL. The most frequently used strategy category was Compensation Strategies, followed by Social Strategies, Metacognitive Strategies, Cognitive Strategies, and Affective Strategies. The least frequently used strategy category was Memory Strategies. The findings revealed a significant mean difference in language learning strategies which varied significantly by English proficiency level. Participants' responses to the interview indicated that SILL was significant for their learning experience and expression in the cross-cultural context of Thailand, and that their speaking and listening skills were significantly improved. Findings of this research provided valuable inputs for further research on language learning in cross-cultural context. [Note: The publication month range (Jan-Jun) shown on the PDF is incorrect. The correct month range of publication is Jul-Dec.]
Exploring Students&apos; Self-Assessment to Increase Learning Outcomes in Teachers&apos; Training Colleges in Cameroon
Author: Lyonga, Ngemunang Agnes Ngale
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Outcomes of Education,Inservice Teacher Education,Foreign Countries,Student Teachers,Independent Study,Self Concept,Active Learning,Student Projects

The main objective of this study is to explore students' self-assessment to increase students' learning outcomes in teacher training colleges in Meme and Fako Divisions. In-depth interviews and group discussions were used as instruments for data collection. Purposive sampling technique was employed in selecting the teacher training colleges used in the study and the participants. The sample size of the study constituted of 37 student-teachers for in-depth interviews and four group discussions made up of ten student-teachers each. The interviews and group discussions were analysed through content analysis, while focus group discussions were analysed following the procedure for analysing and reporting focus group results by Krueger (1998). The findings revealed that self-directed learning can be used to increase students' learning outcomes; self-designed project influences students' learning outcomes; self-reported assessment is linked with students' learning outcomes; and that knowledge of self is related with students' learning outcomes.
Request Speech Act of Indonesian English Learners and Australian English Speakers through Cross-Cultural Pragmatic Perspectives
Author: Akmal, Hilmi
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Acts,Cross Cultural Studies,Semantics,Task Analysis,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Native Speakers,Sentence Structure,Language Usage,Cultural Traits,Discourse Analysis,Pragmatics,Cultural Differences,Contrastive Linguistics

This study aims to investigate the differences in the realization of request speech act between the IEL (Indonesian English Learners) and the AES (Australian English-Native Speakers), as well as explain the factors influencing these distinctions. The descriptive-qualitative method and discourse completion task (DCT) were used to obtain data in various contexts. The results showed that the realization of request speech act of the IEL and AES were different based on the following, (1) Form of Speech, as observed in the use of the main and supporting actions. This indicated that the IEL and AES used indirect and direct speech acts, respectively, and (2) Different Speech Strategies, as observed in the mode of sentences and request strategies. This proved that the IEL often used interrogative sentences, with the AES using declarative sentences when seeking permission from work superiors, and (3) Differences in the use of semantic formulas, where the IEL used attracters and honorifics more than the AES. This revealed that the linguistic and non-linguistic factors influenced the occurrences of these differences.
Thai English? Non-Thai English Lecturers&apos; Perceptions of Thai English and World Englishes
Author: Ambele, Eric A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Language Variation,Language Tests,Test Preparation,Foreign Countries,Language Role,Language Attitudes,Teaching Methods,Nonstandard Dialects,High Stakes Tests,Metalinguistics

The role of English as a medium of communication among diverse linguacultural users has resulted in a significant rise in the number of new Englishes. Using a semi-structured interview for data collection, this qualitative study investigates the perceptions of six foreign English lecturers at four universities in Thailand towards Thai English and its usage in the classroom and World Englishes-informed pedagogy. The qualitative content-based analysis revealed the participants' mixed perceptions towards Thai English and its usage in the classroom. While most participants expressed likeness for Thai English, likewise World Englishes-informed pedagogy; nevertheless, some of them still maintained that Thai English is a 'broken', nonstandard variety of English. They further reported that accepting Thai English usage in the classroom might be a laissez-faire attitude that could hurt rather than assist Thai students to prepare for real-world exams during/after graduation since most, if not all students, will have to take high-stakes exams in English. These mixed perceptions implicate that enhancing English pluricentricity awareness and Thai English features in Thai education might foster Thai/other English(es) acceptability/likeability among (non)Thais in using English for their own specific needs and purposes.
University Students&apos; Perspectives towards Using Survey Project Work in English for Science and Technology Courses
Author: Lertkultanon, Suneeporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,English for Science and Technology,Foreign Countries,Difficulty Level,Positive Attitudes,Personal Autonomy,Language Skills,Research Skills,Independent Study,Time Management,Cooperative Learning,Student Projects,Teamwork,Teaching Methods,Active Learning

Many benefits of using project work in English language classrooms have been shown in several studies. Students could develop their language skills, collaborative skills, research skills and other skills that they can apply in their future jobs. The aim of this present study is to investigate the benefits that university students gained as well as the difficulties they faced when learning English for Science and Technology courses through survey project work. The participants were 93 undergraduate students from the Faculty of Science and Technology and other faculties studying at a university in Thailand. Both quantitative and qualitative data were collected from a questionnaire and from students' reflections. The study showed that the students had good attitudes towards learning by doing a survey project. They revealed its benefits in terms of improving language skills, especially speaking skills. The students also agreed that they were more responsible, had developed their learner autonomy, and had improved research skills and other useful skills connecting them to the real world. Regarding their difficulties, they responded that they had problems with time management and lacked collaboration from some team members when doing survey project work. The results of this study could help teachers to employ this method in their classes systematically and successfully.
Ten Tricky Questions about Narrative Inquiry in Language Teaching and Learning Research: And What the Answers Mean for Qualitative and Quantitative Research
Author: Barkhuizen, Gary
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Inquiry,Personal Narratives,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Student Attitudes,Deception,Research Methodology,Research Problems,Self Disclosure (Individuals),Teaching Experience,Learning Experience

This article addresses ten 'tricky' questions related to narrative inquiry in the field of language teaching and learning research. The questions come from the author's experiences of presenting lectures and seminars on narrative inquiry in many different contexts. The questions deal with issues to do specifically with narrative inquiry methods as well as with broader issues related to narrative research approaches. Where applicable, reference is made to the implications the answers have for both qualitative and quantitative research. The article starts with a brief overview of what narrative inquiry is in the context of language teaching and learning research. [Note: The page range (1-19) shown on the PDF is incorrect. The correct page range for this article should be p1-20. The following article in the issue begins on page 20.]